Examination of middle school teachers' grading practices

The present study aims to examine the grading practices of middle school teachers and the validity of these practices. It was conducted in line with the concurrent triangulation design of the mixed methods research. The research data were collected online from 287 middle school teachers working in public schools. The study group was formed by using the convenience sampling technique of non-random sampling. In the quantitative phase, the data collected through valid measurements scale and real-life situation scenarios tool developed for the thesis were examined in terms of the branch, gender, length of service, age and measurement knowledge. In the analysis of quantitative data, One-way Analysis of Variance (ANOVA) and Independent Samples T-Test were used for groups that met normality assumption for comparison; Kruskal Wallis H Test and Mann Whitney U Test were used for groups that did not meet normality assumption. Correspondence Analysis was used to analyze the relationships between categorical variables. In the qualitative dimension of the research, teachers' validity categories were determined in the light of Messick's validity theorem and opinions about the related categories were examined. The qualitative data were analysed using the content analysis technique. According to the findings of the research, it was observed that the valid measurement scale scores of the teachers differed in the sub-factor "Integration of Other Variables into Grading (NDK)" in terms of the branch, gender, length of service, age and measurement knowledge variables; in the sub-factor "Integration of Recalling into Grading (HNK)" in terms of the branch, length of service, age and measurement knowledge variables; in the sub-factor "Correct Scoring Process (DPI)" in terms of length of practice, age and measurement and evaluation knowledge variables; and in the sub-factor "Displaying the Real Performance (GPG)" in terms of merely measurement and evaluation knowledge variable. When the participants' responses given to the scenarios were examined, it was observed that the teachers took the factors such as abilities, effort, pass-fail, missing homework and student improvement into account in grading and they determined their practices according to these factors. Besides, it was found that the preferences of giving high, average, low grade in the scenarios were related with the branch type, age and length of service characteristics of the teachers, but not with the variables of gender and assessment and evaluation knowledge. When the categories of teachers' grading interpretations regarding Messick validity theorem were examined, the low interpretation of construct validity showed that the teachers did not see the grade as just a numerical value. In all the interpretations, the number of teachers matching the grade with a value effect attracted attention. The fact that such factors as effort, ability, missing homework and increase in the grade are seen as a perception of value in our society is thought to cause this situation to occur. When the relationships between teachers' grading preferences and Messick validity categories were examined, it was seen that when there were cases of effort and missing homework, the teachers who were concerned about the outcome of the grade tended to give high grades the ones who look for evidence for grading and grade within the scope of some values give average grades. In the case of student improvement, it was observed that teachers tended to give high marks because their perceptions of value sometimes require it or they have concerns about the outcome of the grading. Based on the opinions of the teachers about the structure of the grade, it was seen that they obtained the grade with the result of a product at the most and also conceptualized the grade as just a numerical case. Regarding the evidence they used in the grading, the teachers who used the concrete situations obtained from student behaviour as evidence stated that they considered the exam result as the most important evidence. Apart from concrete evidence, teachers stated that they used abstract evidence obtained from students such as effort, responsibility, class participation, course importance and interest in their grading. In the perceptions of teachers in the value perception they integrated, it was observed that they especially included their own perceptions of value and attached importance to the concepts of justice, objectivity and equality. Regarding the changes that will occur as a result of the grading, they stated that it will cause positive situations such as encouragement, increasing interest, self-confidence, increase in success, and negative situations such as being alienated from the course, vexation, divergence and feeling of failure.