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McGill Journal of Education / Revue des sciences de l'éducation de McGill

Volume 45, numéro 3, automne 2010, p. 535-554

Rédaction : Anthony Paré (editor) et Annie Savard (coeditor)

Éditeur : Faculty of Education, McGill University

ISSN : 0024-9033 (imprimé)  1916-0666 (numérique)

DOI : 10.7202/1003576ar

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A Secondary School Teacher’s description of the process of determining report card grades

Marielle Simon

University of Ottawa

Robin D. Tierney

University of Ottawa

Renée Forgette-Giroux

University of Ottawa

Julie Charland

University of Ottawa

Brian Noonan

University of Saskatchewan

Randy Duncan

University of Saskatchewan


This paper presents a grade 10 mathematics teacher’s in-depth description of the process she uses to determine the final grade for the report card within a standards-based context. Her case was part of a three-year comparative study of grading practices of teachers from two Canadian provinces that differ in their level of standardization of education. Survey, interview, and document data provided by the teacher revealed clear tensions between current grading policy and principles particularly within mathematics.


Description par une enseignante du secondaire du processus de fixation des résultats au bulletin

Dans cet article, une enseignante en mathématiques de secondaire 4 décrit en détails le processus par lequel elle détermine la note finale figurant au bulletin dans un contexte d’évaluation critériée. Son analyse fait partie d’une étude comparative de trois ans examinant les pratiques d’évaluation d’enseignants oeuvrant dans deux provinces canadiennes dont les niveaux de normalisation de l’éducation diffèrent. Les données exposées par l’auteure – émanant de sondages, d’entrevues et de documents – mettent en évidence des tensions évidentes entre les politiques actuelles d’évaluation et les principes, particulièrement en ce qui a trait aux mathématiques.

Notes biographiques

Marielle Simon is full professor at the Faculty of Education. Her teaching and research interests include classroom assessment, large-scale assessment, assessment rubrics, secondary data analyses, grading issues and policies.

Robin D. Tierney was an elementary teacher in Ontario and a research assistant at the Faculty of Education, University of Ottawa. She graduated with a Doctorate in Philosophy (Education) in 2010. Her doctoral dissertation draws on teachers’ practical wisdom (phronesis) to understand fairness in classroom assessment. She now lives in California.

Renée Forgette-Giroux was full professor at the Faculty of Education at the time of the study and was one of the principal investigators. Her work is mainly is the area of evaluation, assessment, research methods and statistics.

Julie Charland is currently Principal of a French language secondary school in Eastern Ontario.  She was a doctoral student at the time of this study.  Her research focuses on the assessment of school principals.

Brian Noonan was associate professor in the Department of Educational Psychology and Special Education at the time of the study. He was also one of the principal investigators of the study.

Randy Duncan studied in the Department of Educational Psychology and Special Education, College of Education and obtained his PhD degree in measurement and education in 2009. He was involved in this project from beginning to the end.




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Notes biographiques

Marielle Simon est professeur titulaire à la Faculté des sciences de l’éducation de l’Université d’Ottawa. Ses intérêts d’enseignement et de recherche englobent l’évaluation en contexte de la salle de classe, l’évaluation à grande échelle, les grilles d’évaluation, l’analyse des données secondaires ainsi que les problématiques et les politiques de notation.

Robin D. Tierney a enseigné à l’élémentaire en Ontario et travaillé comme assistante de recherche à la Faculté des sciences de l’éducation de l’Université d’Ottawa. Elle a reçu son diplôme de doctorat en philosophie de l’éducation en 2010. Sa thèse de doctorat analyse le discernement et la sagesse pratique des enseignants en classe (phronésis) pour expliquer le phénomène de justice dans l’évaluation en classe. Elle habite maintenant en Californie.

Renée Forgette-Giroux était professeur titulaire à la Faculté des sciences de l’éducation de l’Université d’Ottawa au moment de l’étude et en est un des principaux investigateurs. Sa démarche de recherche couvre principalement l’évaluation, l’appréciation, les méthodes de recherche et les statistiques.

Julie Charland est présentement directrice d’une école secondaire francophone dans l’est de l’Ontario. Elle était une étudiante au doctorat au cours de l’étude. Ses recherches portent sur l’évaluation des directeurs d’école.

Brian Noonan était professeur agrégé au département d’Educational Psychology and Special Education de l’Université de la Saskatchewan lors de l’étude. Il est également un des principaux investigateurs de la recherche.

Randy Duncan a étudié au département d’Educational Psychology and Special Education du College of Education de l’Université de la Saskatchewan. Il a reçu son doctorat en mesure et éducation en 2009. Randy Duncan a été impliqué dans la réalisation du projet du début à la fin.

Auteurs : Marielle Simon, Robin D. Tierney, Renée Forgette-Giroux, Julie Charland, Brian Noonan et Randy Duncan
Titre : A Secondary School Teacher’s description of the process of determining report card grades
Revue : McGill Journal of Education / Revue des sciences de l'éducation de McGill, Volume 45, numéro 3, automne 2010, p. 535-554
URI : http://id.erudit.org/iderudit/1003576ar
DOI : 10.7202/1003576ar

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