Summative course grades or marks are teacher-constructed and contain sources of variance other than achievement. Nonachievement grading dimensions may relate to beliefs about learning and instruction, which are formed early and have effects on practice. We report the development and validation of the Survey of Unorthodox Grading Beliefs for teacher candidates and teachers. Individuals seeking licensure in teaching participated in survey research. Using confirmatory factor analysis (n = 714), we found four latent factors related to management concerns, beliefs about effort, a success orientation, and general leniency. The internal structure was acceptable and further supported by external structural relationships. We found predicted relationships between dimensions of grading beliefs and other instructional and assessment perceptions such as attitudes about testing and constructivist teaching. The systematic nature of beliefs about grading has implications for research involving use of grades, as well as for teacher education and professional development.

总结性课程的成绩或分数是由教师构建的，并且包含除成就以外的差异来源。成绩不佳的维度可能与关于学习和指导的信念有关，这些信念是较早形成的，并且会对实践产生影响。我们报告了针对教师候选人和教师的非正统评分信念调查的发展和验证。在教学中寻求许可的个人参加了调查研究。使用验证性因子分析（n= 714），我们发现了四个与管理问题，对努力的信念，成功的方向和宽大的态度有关的潜在因素。内部结构是可以接受的，并得到外部结构关系的进一步支持。我们发现了分级信念的维度与其他教学和评估感知（例如对测试和建构主义教学的态度）之间的预测关系。关于等级的信念的系统性对涉及等级使用的研究以及对教师的教育和专业发展都有影响。