Effective Teacher-Assigned Grades : An Analysis of Three High School Grading Practices
出版項
2018
說明
1 online resource (96 pages)
文字
text
無媒介
computer
成冊
online resource
附註
Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A
Adviser: Ann Singleton
Thesis (Ed.D.Ed.Lead.)--Union University, 2018
Includes bibliographical references
High school teachers assign grades to students for completing classes. Student grades are calculated into a grade point average (GPA). Teachers determine grades using various grading practices. These grading practices fluctuate within a school and within a subject. This study examined the impact grading practices have on teacher-assigned grades. A rural Tennessee high school was selected that used three grading practices for Algebra II students. The grading practices studied were defined as open grading, common grading, and standards-based grading. Students enrolled in Algebra II for the fall semesters of 2014--2015, 2015--2016, and 2016--2017 corresponded to open grading, common grading, and standards-based grading respectively. During 2014--2015, three teachers taught Algebra II for a total of 168 students. During 2015--2016, four teachers taught Algebra II for a total of 103 students. During 2016--2017, three teachers taught Algebra II for a total of 171 students. A total of 442 students participated in the study. A correlations analysis of teacher-assigned grades and percent correct for each student on the state end-of-course exam presented a positive correlation of R = .494 with moderate strength and a p value of .000. A two-way chi-square test indicated a difference in teacher-assigned grades for students based on the grading practice. The distribution of grades determined standards-based grading had the most assigned A grades. Common grading dispersed almost as many A grades as F grades and the most F grades for all the three grading practices. A one-way analysis of variance (ANOVA) showed a statistical significance of p = .000, with alpha = .05. The Post Hoc Tukey test showed a p value of .000 between open grading and common grading; a p value of .000 between open grading and standards-based grading; and a p value of .82 between common grading and standards-based grading. These results suggested open grading was the preferred practice over common grading and standards-based grading when comparing student percent correct. Common grading and standards-based grading were equal, suggesting no statistical difference between the two practices when looking at student percent correct. If a student has common grading for three classes, the GPA would be different from another student who had standards-based grading, or a combination of the three grading practices, for the same three classes. These results provide evidence that school districts can provide training and guidance on best grading practices for teachers. As a result of teacher training, student GPAs would reflect equality among the student body, and the letter grade would represent a more accurate level of academic learning
Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2018
