Keywords

Education Assessment Grading "Professional Development" Reform

Abstract

The purpose of this study was to examine the relationship, if any, between teachers' grade distributions and other moderating factors (i.e., teacher perceptions of grading practices as indicated on the Teacher Perceptions of Grading Practices Survey (TPGPS), grade level taught, enrollment in teacher preparation program, and grading practice methodology). A Pearson correlation was used to research statistical significance in the relationship of a teacher’s perceptions of grading practices as measured by the TPGPS and their grade distribution (as measured by an average of scores, calculated on a 4.0 scale, in one course over one academic quarter). A one-way ANOVA was used to research a statistically significant relationship between the grade level taught and grade distribution. The same methodology was used to study relationships between grade distribution and enrollment in a teacher preparation program and the grading methodology used in practice (i.e., traditional, standards-based, hybrid). Findings from this study resulted in no statistical significance in the relationship between grade distribution and any of the moderating factors, with the exception of grade level taught. School leaders and policymakers may benefit from learning that factors traditionally used to guide the development of supports in grading practices have no statistically significant relationship to a teacher’s grade distribution. This study leaves space in the research community to explore what factors, if any, impact a teacher's grade distribution in our work in grading and assessment and the implications for practice and policy in grading reform.

Completion Date

2024

Semester

Summer

Committee Chair

Eadens, Daniel

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership

Degree Program

Educational Leadership

Format

application/pdf

Identifier

DP0028616

URL

https://purls.library.ucf.edu/go/DP0028616

Language

English

Rights

In copyright

Release Date

August 2024

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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