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Effective Teacher-Assigned Grades : = An Analysis of Three High School Grading Practices.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effective Teacher-Assigned Grades :/
Reminder of title:	An Analysis of Three High School Grading Practices.
Author:	Weed, Beth M.
Description:	1 online resource (96 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355971118

Effective Teacher-Assigned Grades : = An Analysis of Three High School Grading Practices.
Weed, Beth M.

Effective Teacher-Assigned Grades :An Analysis of Three High School Grading Practices. - 1 online resource (96 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

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

Mode of access: World Wide Web

ISBN: 9780355971118Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Effective Teacher-Assigned Grades : = An Analysis of Three High School Grading Practices.
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504 $a Includes bibliographical references
520 $a 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.
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