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<p>The assessment of student performance is an integral part of everyday school life and a&#xa0;central responsibility of teachers. This article analyses how teachers manage their task of assessing and grading students and how they engage with the role of grades and assessments in their school practice. To this end, ten group discussions with teachers of the subjects German, Mathematics, Social Sciences/Political Education, and Physical Education were analysed following the Documentary Method. We reconstructed a&#xa0;typology consisting of three types of habitual orientations, i.e., the tacit knowledge that shapes and guides teachers’ actions, regarding student assessment and grading. These types differ in how teachers approach their responsibility for grading students and how they relate student assessment to instruction and learning in school. We discuss whether these differences can be seen as reflections of distinct subject cultures.</p>

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Umsetzen, Gestalten, Begrenzen – zum habitualisierten Umgang von Lehrkräften mit der beruflichen Anforderung der Leistungsbewertung

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月4日

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  • Carolin Rotter,
  • Christoph Bressler,
  • Miriam Schilling

摘要

The assessment of student performance is an integral part of everyday school life and a central responsibility of teachers. This article analyses how teachers manage their task of assessing and grading students and how they engage with the role of grades and assessments in their school practice. To this end, ten group discussions with teachers of the subjects German, Mathematics, Social Sciences/Political Education, and Physical Education were analysed following the Documentary Method. We reconstructed a typology consisting of three types of habitual orientations, i.e., the tacit knowledge that shapes and guides teachers’ actions, regarding student assessment and grading. These types differ in how teachers approach their responsibility for grading students and how they relate student assessment to instruction and learning in school. We discuss whether these differences can be seen as reflections of distinct subject cultures.