Teachers grading practices: an analysis of the reliability of teacher-assigned grade point average (GPA)

van der Lans, R. M., van de Grift, W. J. C. M. & van Veen, K., 2015, In : Pedagogische studien. 92, 6, p. 362-379 18 p.

Research output: Contribution to journalArticleAcademicpeer-review

In previous research, teachers report that they use a hodgepodge of factors when grading students. This has led researchers to suspect that teacher-assigned grades are inflated by teacher-student interactions; the hodgepodge hypothesis. Teachers also are reported to differ in grading leniency; the leniency hypothesis. In this study these two hypotheses are investigated. Two samples of teachers-assigned grades were gathered. The first sample contained 5,988 grades awarded by 64 teacher to 192 students during one school year. The second sample contained 29,462 teacher-assigned grades awarded to 306 student by 52 teachers during three subsequent school years. Generalizability Theory is used to analyze bias. The results present little grades are hodgepodge evidence to claim that school considerably biased due to grading or teacher leniency. Unreliability in teacher-assigned grades is more due to the tests than due to teachers' hodgepodge or leniency.

Original languageEnglish
Pages (from-to)362-379
Number of pages18
JournalPedagogische studien
Issue number6
Publication statusPublished - 2015



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