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Grading styles and disciplinary expertise: The mediating role of the teacher’s perception of the subject matter
ARTICLE

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TATE Volume 27, Number 5 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their 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). 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.

Citation

Biberman-Shalev, L., Sabbagh, C., Resh, N. & Kramarski, B. Grading styles and disciplinary expertise: The mediating role of the teacher’s perception of the subject matter. Teaching and Teacher Education: An International Journal of Research and Studies, 27(5), 831-840. Elsevier Ltd. Retrieved May 7, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2011.01.007

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