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Being Fair: Teachers' Interpretations of Principles for Standards-Based Grading
2011
The Educational Forum
Knowing that grades can have long-term consequences for students, teachers voice concern about being fair in the grading process. However, their interpretations of fairness are varied and sometimes contradictory. This study looked at how teachers in one standards-based educational system determined secondary students' grades, focusing specifi cally on the extent to which they followed a specifi c set of principles for grading. The results support previous research, and suggest that a better
doi:10.1080/00131725.2011.577669
fatcat:fq6gmflpivbd5nr4bi7mjqoypm