A review of grading issues, philosophies, and recommendations is provided with implications and specific suggestions for grading mainstreamed handicapped pupils at the secondary level. A synthesis of available literature examines the wide range of viewpoints regarding optimal grading practices for general students and for remedial and handicapped pupils. A position statement related directly to grading secondary mainstreamed handicapped pupils concludes the paper.
Get full access to this article
View all access options for this article.
References
1.
Aloia, G. F. (1983). An effective approach to monitoring the mainstreamed student. Journal of Special Educators, 19(2), 21–24.
2.
Berger, E. G. (1981). Parents as partners in education: The school and home working together. St. Louis: C. V. Mosby.
3.
Bippus, S. L. (1981). A new look at progress reports. NASSP Bulletin, 65, 109–111.
4.
Caldwell, E., & Harnett, R. (1967). Sex biases in college grading. Journal of Educational Measurement, 4, 129–132.
5.
Carpenter, D., & Grantham, L. B. (1983, February). Grading mainstreamed handicapped pupils. Paper presented at the meeting of the Association for Children and Adults with Learning Disabilities, Washington, DC.
6.
Carpenter, D., Grantham, L. B., & Hardister, M. P. (1983). Grading mainstreamed handicapped pupils: What are the issues?Journal of Special Education, 17, 183–188.
7.
Carter, R. S. (1952). How invalid are marks assigned by teachers?Journal of Educational Psychology, 43, 218–228.
8.
Cassidy, J. (1977). Reporting pupil progress in reading—parents vs. teachers. Reading Teacher, 31, 294–296.
9.
Chandler, H. N. (1983). Making the grade. Journal of Learning Disabilities, 16, 241–242.
10.
Cohen, S. B. (1983). Assigning report card grades to the mainstreamed child. Teaching Exceptional Children, 15, 186–189.
11.
Davis, W. E. (1982). The resource teacher's role as tutor and responsibilities for pupil grading. Journal of Special Educators, 19(2), 55–58.
12.
Drucker, H., & Hansen, B. C. (1982). Grading the mainstreamed handicapped: Issues and suggestions for the regular social studies classroom teacher. The Social Studies, 73(6), 250–251.
13.
Ebel, R. L. (1972). Essentials of educational measurement. Englewood Cliffs, NJ: Prentice-Hall.
14.
Edminston, R. W. (1943). Do teachers show partiality toward boys or girls?Peabody Journal of Education, 20, 234–238.
15.
Foster, G. G., Ysseldyke, J. E., & Reese, J. H. (1975). “I wouldn't have seen it if I hadn't believed it.”Exceptional Children, 41, 469–473.
16.
Frierson, E. C. (1975). Grading without judgement: A classroom guide to grades and individual evaluation. Nashville: EDCOA Publications.
17.
Gibb, G. D. (1983). Influence of “halo” and “demon” effects in subjective grading. Perceptual and Motor Skills, 56, 67–70.
18.
Gronlund, H. E. (1974). Improving marking and reporting in classroom instruction. New York: Macmillan.
19.
Gronlund, H. E. (1981). Measurement and evaluation in teaching (4th ed.). New York: Macmillan.
20.
Horowitz, S. (1982). Developing a junior high school or middle school resource program. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 139–168). Rockville, MD: Aspen Systems.
21.
Hull, R. (1980). Fairness in grading: Perceptions of junior high school students. The Clearing House, 53, 340–343.
22.
Kirschenbaum, H., Napier, R., & Simon, S. B. (1971). Wad-ja-get? The grading game in American education. New York: Hart.
23.
Kohl, H. (1982). The all-American report card is a loser. Learning, 10(9), 47, 49–50.
24.
Lieberman, L. M. (1982). Grades. Journal of Learning Disabilities, 15, 381–382.
25.
Lindeman, R. H. (1967). Educational measurement. Glenview, IL: Scott, Foresman.
26.
Lindsey, J. D., Burns, J., & Guthrie, J. D. (1984). Intervention grading and secondary learning disabled students. The High School Journal, 67, 150–157.
27.
Marsh, G., & Price, B. (1980). Methods for teaching the mildly handicapped adolescent. St. Louis: C. V. Mosby.
28.
Middleton, L. (1982, February). Colleges urged to alter tests, grading for the benefit of minority group students. The Chronicle of Higher Education,23(21), 1, 10.
29.
Mosier, D. B., & Park, R. B. (1979). Teacher therapist: A text-handbook for teachers of emotionally impaired children. Santa Monica, CA: Goodyear.
30.
Olsen, R. J. (1983). Grading in higher education. Kappa Delta Pi Record, 19(2), 45–47.
31.
Schmuck, R., & Van Egmond, E. (1965). Sex differences in the relationship of interpersonal perceptions to academic performance. Psychology in the Schools, 2, 32–40.
32.
Slavin, R. E. (1980). Effects of individual learning expectations on student achievement. Journal of Educational Psychology, 72, 520–524.
33.
Terwilliger, J. S. (1966). Self-reported marking practices and policies in public elementary schools. Bulletin of the National Association of Secondary-School Principals, 50, 5, 37.
34.
Terwilliger, J. S. (1971). Assigning grades to students. Glenview, IL: Scott, Foresman.
35.
Terwilliger, J. S. (1977). Assigning grades—philosophical issues and practical recommendations. Journal of Research and Development in Education, 10(3), 21–39.
36.
Turnbull, A. P., & Schulz, J. B. (1979). Mainstreaming handicapped students: A guide for classroom teachers. Boston: Allyn & Bacon.
37.
Turnbull, A. P., Strickland, B. B., & Brantley, J. C. (1982). Developing and implementing individualized education programs (2nd ed.). Columbus, OH: Charles E. Merrill.
38.
Wiederholt, J. L., Hammill, D. D., & Brown, V. (1978). The resource teacher: A guide to effective practices. Austin, TX: PRO-ED.
39.
Yarborough, B. H., & Johnson, R. A. (1980). How meaningful are marks in promoting growth in reading?Reading Teacher, 33, 644–651.
40.
Zoboroski, J. (1981). Planning for and grading LD students. Academic Therapy, 16, 463–470.
