Unveiling non-academic dimensions of grading: Perspectives from English language teachers in Iranian secondary education

Articles in Press

Document Type : Research Paper

Authors

1 Department of English Language Teaching, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Department of Educational Sciences ،Farhangian University, P.O. Box 14665-889, Tehran, Iran

Abstract

Background and Objectives: Grading is widely used by teachers as a critical indicator in educational assessment and plays a vital role in educational decision-making. The consequences of grades extend beyond the classroom and are linked to students' academic motivation and future career prospects. Despite their significance in educational decision-making, grades may not be entirely reliable as a measure of academic achievement. Method: This qualitative research involved semi-structured interviews with 10 high school English teachers to investigate the reasons behind the extensive use of non-academic factors in grading. Findings: During the interviews, teachers cited reasons such as efforts to improve learning and motivation, the lack of clear grading criteria, external pressures from stakeholders, and the need for multifaceted grading to maintain fairness in assessment. Additionally, data analysis revealed that teachers are influenced by various internal and external pressures, which negatively impact the meaning of grades and grade-based educational decisions. Conclusion: The findings of this study aim to assist pre-service teachers in better understanding the factors influencing grading and in creating transparency in classroom assessment. Furthermore, they are expected to be beneficial for educational planning in teacher training institutions such as Farhangian University to elucidate the process of classroom assessment and grading.

Keywords

Educational and Scholastic studies

Articles in Press, Accepted Manuscript
Available Online from 27 April 2025

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