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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