Differences in Teachers’ Opinions of Grading Styles in Croatian Language Classes in Lower Grades of Primary School

The objective of this empirical research was to identify differences in opinions of grading styles applied in Croatian Language classes that exist between teachers teaching in lower grades of primary school, and with respect to their teaching experience and level of education completed. The research was conducted in February 2010 and included 160 teachers from central and district schools in the Bjelovar-Bilogora County. The results related to teaching the Croatian Language show that there are statistically significant differences based on work experience between teachers in the opinion that numerical and descriptive grades should be combined in grades 3 and 4. The research also revealed no statistically significant difference between teachers in lower grades of primary school in attitudes towards descriptive and numerical grading with respect to the level of education attained. The results suggest that teachers are not supportive of descriptive grading. This paper is a contribution to the search for new docimological solutions characterised by the prevalence of descriptive, analytical grading.