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What's in an A? A Quantitative Study...

Kebles, Karen Elizabeth.

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What's in an A? A Quantitative Study on the Grading Perceptions of Middle School and High School Math Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What's in an A? A Quantitative Study on the Grading Perceptions of Middle School and High School Math Teachers./
Author:	Kebles, Karen Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	179 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Educational philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103263
ISBN:	9781339668468

What's in an A? A Quantitative Study on the Grading Perceptions of Middle School and High School Math Teachers.
Kebles, Karen Elizabeth.

What's in an A? A Quantitative Study on the Grading Perceptions of Middle School and High School Math Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 179 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2016.

The purpose of this quantitative study was to understand middle school and high school math teachers' perceptions of grading in one mid-Atlantic state. A Survey of Teachers' Perceptions of Grading Practices was used, and it examined the importance of grading, usefulness of grading, student effort, student abilities, teachers' grading habits, and teachers' perceived self-efficacy of the grading process. Descriptive statistics were completed for each item. Data indicated middle school and high school math teachers believe grading is an important criterion to judge student progress and to measure student learning. Middle school and high school math teachers reported they use grading as a means to improve instruction and to provide feedback to students. Additionally, middle school and high school math teachers confer with colleagues on grading criteria, agree grading is a difficult role for the classroom teacher, and use formal achievement measures to assess students. The findings from this study have implications on building administrators and teachers with regard to using grades to represent student knowledge and as a method to promote students to the next grade level.

ISBN: 9781339668468Subjects--Topical Terms:

3173367
Educational philosophy.

What's in an A? A Quantitative Study on the Grading Perceptions of Middle School and High School Math Teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Pamela M. Curtiss.
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520 $a The purpose of this quantitative study was to understand middle school and high school math teachers' perceptions of grading in one mid-Atlantic state. A Survey of Teachers' Perceptions of Grading Practices was used, and it examined the importance of grading, usefulness of grading, student effort, student abilities, teachers' grading habits, and teachers' perceived self-efficacy of the grading process. Descriptive statistics were completed for each item. Data indicated middle school and high school math teachers believe grading is an important criterion to judge student progress and to measure student learning. Middle school and high school math teachers reported they use grading as a means to improve instruction and to provide feedback to students. Additionally, middle school and high school math teachers confer with colleagues on grading criteria, agree grading is a difficult role for the classroom teacher, and use formal achievement measures to assess students. The findings from this study have implications on building administrators and teachers with regard to using grades to represent student knowledge and as a method to promote students to the next grade level.
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