Grading Secondary Vocational Education Students with Disabilities: A National Perspective

ABSTRACT: A nationwide purposive sample of secondary vocational educators completed a questionnaire that examined practices and perceptions toward grading students with disabilities. A variety ofgrading methods was reportedly used, but over two-thirds ofrespondents included a competency-based grading component. An overwhelming majority believed that student effort should be used to determine grades. Two-thirds of vocational educators had never been involved in their students ' IEP development. The most common changes teachers have made over time in their grading practices included becoming more flexible and individualized in grading. Overall, teachers displayed moderately positive attitudes toward grading students with disabilities. o Student evaluation and grading are integral components of our educational system. They are equally important for secondary vocational edu