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Table 3 Descriptive statistics of grading items used by private EFL institute 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. Improvement of performance

0.0

5

15

20

44

16

113

4.50

1.10

2. Student effort-how much the student tried to learn

2

3

15

24

37

19

113

4.47

1.17

3. Class participation

2

11

13

23

30

21

113

4.32

1.35

4. Quality of graded homework

0.0

9

15

32

24

20

111

4.30

1.21

5. Ability levels of the student

0.0

8

20

23

32

17

113

4.29

1.20

6. Completion of ungraded homework

1

7

25

23

32

12

111

4.14

1.19

7. Effort, improvement, behavior, and other non-test factors for borderline cases

5

7

21

25

22

20

113

4.10

1.41

8. Specific learning objectives mastered

2

10

15

31

32

10

113

4.10

1.20

9. Extra credit for academic performance

10

14

18

16

27

15

109

3.80

1.57

10. Performance compared to other students

7

10

16

43

17

7

111

3.77

1.24

11. Academic performance as opposed to other factors

0.0

15

33

24

21

7

109

3.73

1.17

12. Work habits and neatness

3

16

20

35

23

3

111

3.68

1.16

13. Performance compared to a set scale

5

12

34

24

20

5

111

3.55

1.22

14. Inclusion of zeros for incomplete assignment

22

21

25

16

10

6

113

2.88

1.49

15. Performance compared to students from previous years

19

24

23

21

8

5

111

2.88

1.39

16. School or district policy for grading

23

24

23

14

16

0.0

107

2.77

1.37

17. Grade distributions of other teachers

29

23

21

19

3

5

104

2.59

1.41

18. Disruptive student behavior

0.0

20

40

30

4

6

111

2.38

1.05

19. Extra credit for nonacademic performance

52

12

16

12

7

1

110

2.14

1.40