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Table 1 Descriptive statistics of grading items used by secondary EFL teachers

From: A study of EFL teachers’ classroom grading practices in secondary schools and private institutes: a mixed methods approach

Grading item Percentage (%) Descriptive
Not at all (1) Very little (2) Some (3) Quite a bit (4) Extensively (5) Completely (6)  
N M SD
1. Student effort-how much the student tried to learn 0 10 24 21 28 17 187 4.17 1.25
2. Class participation 2 11 23 13 37 14 187 4.14 1.34
3. Improvement of performance 1 7 32 15 31 14 185 4.10 1.25
4. Ability levels of the students 2 13 29 19 21 16 183 3.93 1.37
5. Quality of graded homework 3 8 28 26 24 11 185 3.92 1.24
6. Specific learning objectives mastered 1 18 23 22 25 11 185 3.84 1.32
7. Effort, improvement, behavior and other non-test factors for borderline cases 5 11 36 23 19 6 185 3.60 1.23
8. Academic performance as opposed to other factors 4 21 29 17 25 4 182 3.50 1.29
9. Completion of ungraded homework 5 13 33 29 16 4 184 3.50 1.20
10. Work habits and neatness 0.0 20 38 20 17 5 187 3.49 1.15
11. Performance compared to other students 6 20 32 20 19 3 183 3.36 1.25
12. Extra credit for academic performance 11 16 27 27 16 3 184 3.31 1.31
13. Performance compared to a set scale 14 19 31 12 20 4 183 3.19 1.41
14. Disruptive student behavior 10 26 29 13 18 4 183 3.16 1.37
15. School or district policy for grading 15 20 33 20 9 3 183 2.98 1.29
16. Performance compared to students from previous years 24 25 20 9 16 6 185 2.85 1.57
17. Inclusion of Zeros for incomplete assignment 20 23 34 10 13 0.0 187 2.75 1.28
18. Extra credit for nonacademic performance 26 25 27 14 7 1 184 2.55 1.27
19. Grade distributions of other teachers 28 26 25 11 7 3 187 2.52 1.36