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
STARS Citation
Meechin, Michael B., "An Analysis of Teacher Characteristics and Perceptions of Grading Practices on Student Grade Outcomes" (2024). Graduate Thesis and Dissertation 2023-2024. 413.
https://stars.library.ucf.edu/etd2023/413
Accessibility Status
Meets minimum standards for ETDs/HUTs