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Grading Classroom Participation in Higher Education: A Review and Proposed Taxonomy.

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Title: Grading Classroom Participation in Higher Education: A Review and Proposed Taxonomy.
Authors: Goyette, Thomas
Source: Journal of Higher Education Theory & Practice. 2025, Vol. 25 Issue 4, p35-53. 19p.
Subject Terms: *Student engagement, *Higher education, *Educational evaluation, *Teaching methods, *Grading of students, Participation, Taxonomy
Abstract: The purpose of this study was to explore the practice of grading students’ classroom participation in higher education environments. The author sought to synthesize current scholarly research to determine the definable characteristics of classroom participation, the assessment barriers it presents, and the current practices employed in the classroom. After exclusions, 126 articles were collected from the Scopus, ERIC, Sage, and ProQuest databases. The articles were systemically coded and analyzed to integrate, organize, and prepare the article’s review. According to the reviewed literature, the defining characteristics of classroom participation encompassed emotional engagement, cognitive engagement, and behavioral engagement. Barriers to assessing classroom participation pertained to student challenges, instructor challenges, and environmental challenges. Current grading practices encompass grading criteria, rubrics, syllabi, policies, weightage, assessment methods, technological integration, and teacher professional development. Synthesizing the reviewed literature, the author proposes a taxonomy for classroom participation suitable for practical application. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Grading Classroom Participation in Higher Education: A Review and Proposed Taxonomy.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Theory+%26+Practice%22">Journal of Higher Education Theory & Practice</searchLink>. 2025, Vol. 25 Issue 4, p35-53. 19p.
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  Data: The purpose of this study was to explore the practice of grading students’ classroom participation in higher education environments. The author sought to synthesize current scholarly research to determine the definable characteristics of classroom participation, the assessment barriers it presents, and the current practices employed in the classroom. After exclusions, 126 articles were collected from the Scopus, ERIC, Sage, and ProQuest databases. The articles were systemically coded and analyzed to integrate, organize, and prepare the article’s review. According to the reviewed literature, the defining characteristics of classroom participation encompassed emotional engagement, cognitive engagement, and behavioral engagement. Barriers to assessing classroom participation pertained to student challenges, instructor challenges, and environmental challenges. Current grading practices encompass grading criteria, rubrics, syllabi, policies, weightage, assessment methods, technological integration, and teacher professional development. Synthesizing the reviewed literature, the author proposes a taxonomy for classroom participation suitable for practical application. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189220033
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      – SubjectFull: Educational evaluation
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              Text: 2025
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