Grading Styles and Disciplinary Expertise: The Mediating Role of the Teacher’s Perception of the Subject Matter
From Section:
Instruction in Teacher Training
Authors:
Biberman-Shalev Liat, Sabbagh Clara, Resh Nura, Kramarski Bracha
Countries:
Israel
Published:
Jul. 01, 2011

Source: This article was published in Teaching and Teacher Education, Volume 27, Issue 5,
Author(s): Liat Biberman-Shalev, Clara Sabbagh, Nura Resh, Bracha Kramarski,"Grading Styles and Disciplinary Expertise: The Mediating Role of the Teacher’s Perception of the Subject Matter", Pages 831–840, Copyright Elsevier (July 2011).

This study examines the mediatory role of the taechers' perception of the subject matter (as “open/flexible” or “closed/hierarchical”) in the relation between their disciplinary expertise (language, mathematics or science) and their grading style (performance-output or effort-input).

Data were collected from a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002.

The mediation hypothesis was completely supported for all disciplines in the case of perception of subject matter as open/flexible.

With respect to the closed/hierarchical perception, it was supported only for the comparison of science vs. mathematics.

Updated: Jan. 17, 2017
Keywords:
Attitudes of teachers | Comparative analysis | Evaluation methods | Expertise | Grades | Secondary school teachers | Subject matter
Link to Item: http://education.eng.macam.ac.il/article/2760