Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach

Amrit Dhakal; Anup Bhurtel

doi:doi:10.11648/j.ijsqa.20230901.11

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Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach

Amrit Dhakal, Anup Bhurtel

Published in International Journal of Science and Qualitative Analysis (Volume 9, Issue 1)

Received: 9 July 2022 Accepted: 22 July 2022 Published: 15 March 2023

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Abstract

This paper presents the teachers’ perceptions of the Letter Grading System (LGS) at secondary-level schools in the Tarakeshwor Municipality of Kathmandu district. The main objective is to study teachers’ perceptions of LGS and identify how to address its foremost challenges. This research is based on phenomenological design and prefers citizen constructivism. Data is collected using decisive sampling methods and a semi-structured interview tool. The teachers’ practices with the LGS are significant, appropriate, motivated, and suitable for stimulating the Nepali education system. Similarly, undergraduates’ and their parents’ perceptions are simply ensuing generous promotion strategy with advancement to their child without difficulties. As a result, there is a mismatch between the evaluation technique’s practices and teachers’ perceptions of the LGS for tracking students’ progress. Furthermore, as discussed in this article, the LGS has assessed the student’s proficiency and rational domain using nine reformist scales based on the performance opportunity provided. Finally, an experienced teacher believes that LGS has biased, liable, productive, and merit-based assessment tools in education without incorporating non-standardised tests into the school assessment system. Currently, LGS has a far better assessment method in the school appraisal system if it is possible to integrate non-testing devices, such as project work, classroom assignments, homework, group work, practical work, etc., as an assignment.

Published in	International Journal of Science and Qualitative Analysis (Volume 9, Issue 1)
DOI	10.11648/j.ijsqa.20230901.11
Page(s)	1-11
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Challenges, Evaluation Literacy, Letter Grading, Teachers’ Perception, Teachers

References

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APA Style

Amrit Dhakal, Anup Bhurtel. (2023). Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach. International Journal of Science and Qualitative Analysis, 9(1), 1-11. https://doi.org/10.11648/j.ijsqa.20230901.11

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ACS Style

Amrit Dhakal; Anup Bhurtel. Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach. Int. J. Sci. Qual. Anal. 2023, 9(1), 1-11. doi: 10.11648/j.ijsqa.20230901.11

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AMA Style

Amrit Dhakal, Anup Bhurtel. Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach. Int J Sci Qual Anal. 2023;9(1):1-11. doi: 10.11648/j.ijsqa.20230901.11

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@article{10.11648/j.ijsqa.20230901.11,
  author = {Amrit Dhakal and Anup Bhurtel},
  title = {Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach},
  journal = {International Journal of Science and Qualitative Analysis},
  volume = {9},
  number = {1},
  pages = {1-11},
  doi = {10.11648/j.ijsqa.20230901.11},
  url = {https://doi.org/10.11648/j.ijsqa.20230901.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsqa.20230901.11},
  abstract = {This paper presents the teachers’ perceptions of the Letter Grading System (LGS) at secondary-level schools in the Tarakeshwor Municipality of Kathmandu district. The main objective is to study teachers’ perceptions of LGS and identify how to address its foremost challenges. This research is based on phenomenological design and prefers citizen constructivism. Data is collected using decisive sampling methods and a semi-structured interview tool. The teachers’ practices with the LGS are significant, appropriate, motivated, and suitable for stimulating the Nepali education system. Similarly, undergraduates’ and their parents’ perceptions are simply ensuing generous promotion strategy with advancement to their child without difficulties. As a result, there is a mismatch between the evaluation technique’s practices and teachers’ perceptions of the LGS for tracking students’ progress. Furthermore, as discussed in this article, the LGS has assessed the student’s proficiency and rational domain using nine reformist scales based on the performance opportunity provided. Finally, an experienced teacher believes that LGS has biased, liable, productive, and merit-based assessment tools in education without incorporating non-standardised tests into the school assessment system. Currently, LGS has a far better assessment method in the school appraisal system if it is possible to integrate non-testing devices, such as project work, classroom assignments, homework, group work, practical work, etc., as an assignment.},
 year = {2023}
}

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TY  - JOUR
T1  - Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach
AU  - Amrit Dhakal
AU  - Anup Bhurtel
Y1  - 2023/03/15
PY  - 2023
N1  - https://doi.org/10.11648/j.ijsqa.20230901.11
DO  - 10.11648/j.ijsqa.20230901.11
T2  - International Journal of Science and Qualitative Analysis
JF  - International Journal of Science and Qualitative Analysis
JO  - International Journal of Science and Qualitative Analysis
SP  - 1
EP  - 11
PB  - Science Publishing Group
SN  - 2469-8164
UR  - https://doi.org/10.11648/j.ijsqa.20230901.11
AB  - This paper presents the teachers’ perceptions of the Letter Grading System (LGS) at secondary-level schools in the Tarakeshwor Municipality of Kathmandu district. The main objective is to study teachers’ perceptions of LGS and identify how to address its foremost challenges. This research is based on phenomenological design and prefers citizen constructivism. Data is collected using decisive sampling methods and a semi-structured interview tool. The teachers’ practices with the LGS are significant, appropriate, motivated, and suitable for stimulating the Nepali education system. Similarly, undergraduates’ and their parents’ perceptions are simply ensuing generous promotion strategy with advancement to their child without difficulties. As a result, there is a mismatch between the evaluation technique’s practices and teachers’ perceptions of the LGS for tracking students’ progress. Furthermore, as discussed in this article, the LGS has assessed the student’s proficiency and rational domain using nine reformist scales based on the performance opportunity provided. Finally, an experienced teacher believes that LGS has biased, liable, productive, and merit-based assessment tools in education without incorporating non-standardised tests into the school assessment system. Currently, LGS has a far better assessment method in the school appraisal system if it is possible to integrate non-testing devices, such as project work, classroom assignments, homework, group work, practical work, etc., as an assignment.
VL  - 9
IS  - 1
ER  -

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Author Information

Amrit Dhakal

School of Education, Kathmandu University, Lalitpur, Nepal
Anup Bhurtel

School of Education, Kathmandu University, Lalitpur, Nepal

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APA Style

Amrit Dhakal, Anup Bhurtel. (2023). Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach. International Journal of Science and Qualitative Analysis, 9(1), 1-11. https://doi.org/10.11648/j.ijsqa.20230901.11

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ACS Style

Amrit Dhakal; Anup Bhurtel. Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach. Int. J. Sci. Qual. Anal. 2023, 9(1), 1-11. doi: 10.11648/j.ijsqa.20230901.11

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AMA Style

Amrit Dhakal, Anup Bhurtel. Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach. Int J Sci Qual Anal. 2023;9(1):1-11. doi: 10.11648/j.ijsqa.20230901.11

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@article{10.11648/j.ijsqa.20230901.11,
  author = {Amrit Dhakal and Anup Bhurtel},
  title = {Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach},
  journal = {International Journal of Science and Qualitative Analysis},
  volume = {9},
  number = {1},
  pages = {1-11},
  doi = {10.11648/j.ijsqa.20230901.11},
  url = {https://doi.org/10.11648/j.ijsqa.20230901.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsqa.20230901.11},
  abstract = {This paper presents the teachers’ perceptions of the Letter Grading System (LGS) at secondary-level schools in the Tarakeshwor Municipality of Kathmandu district. The main objective is to study teachers’ perceptions of LGS and identify how to address its foremost challenges. This research is based on phenomenological design and prefers citizen constructivism. Data is collected using decisive sampling methods and a semi-structured interview tool. The teachers’ practices with the LGS are significant, appropriate, motivated, and suitable for stimulating the Nepali education system. Similarly, undergraduates’ and their parents’ perceptions are simply ensuing generous promotion strategy with advancement to their child without difficulties. As a result, there is a mismatch between the evaluation technique’s practices and teachers’ perceptions of the LGS for tracking students’ progress. Furthermore, as discussed in this article, the LGS has assessed the student’s proficiency and rational domain using nine reformist scales based on the performance opportunity provided. Finally, an experienced teacher believes that LGS has biased, liable, productive, and merit-based assessment tools in education without incorporating non-standardised tests into the school assessment system. Currently, LGS has a far better assessment method in the school appraisal system if it is possible to integrate non-testing devices, such as project work, classroom assignments, homework, group work, practical work, etc., as an assignment.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Perceptions of Teachers Concerning the New Grading System at Secondary Level School: A Qualitative Approach
AU  - Amrit Dhakal
AU  - Anup Bhurtel
Y1  - 2023/03/15
PY  - 2023
N1  - https://doi.org/10.11648/j.ijsqa.20230901.11
DO  - 10.11648/j.ijsqa.20230901.11
T2  - International Journal of Science and Qualitative Analysis
JF  - International Journal of Science and Qualitative Analysis
JO  - International Journal of Science and Qualitative Analysis
SP  - 1
EP  - 11
PB  - Science Publishing Group
SN  - 2469-8164
UR  - https://doi.org/10.11648/j.ijsqa.20230901.11
AB  - This paper presents the teachers’ perceptions of the Letter Grading System (LGS) at secondary-level schools in the Tarakeshwor Municipality of Kathmandu district. The main objective is to study teachers’ perceptions of LGS and identify how to address its foremost challenges. This research is based on phenomenological design and prefers citizen constructivism. Data is collected using decisive sampling methods and a semi-structured interview tool. The teachers’ practices with the LGS are significant, appropriate, motivated, and suitable for stimulating the Nepali education system. Similarly, undergraduates’ and their parents’ perceptions are simply ensuing generous promotion strategy with advancement to their child without difficulties. As a result, there is a mismatch between the evaluation technique’s practices and teachers’ perceptions of the LGS for tracking students’ progress. Furthermore, as discussed in this article, the LGS has assessed the student’s proficiency and rational domain using nine reformist scales based on the performance opportunity provided. Finally, an experienced teacher believes that LGS has biased, liable, productive, and merit-based assessment tools in education without incorporating non-standardised tests into the school assessment system. Currently, LGS has a far better assessment method in the school appraisal system if it is possible to integrate non-testing devices, such as project work, classroom assignments, homework, group work, practical work, etc., as an assignment.
VL  - 9
IS  - 1
ER  -

Copy | Download