東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Making the Grade : = Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Making the Grade :/
Reminder of title:	Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students?
Author:	Mayberry, Laura.
Description:	1 online resource (104 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30561841click for full text (PQDT)
ISBN:	9798380266161

Making the Grade : = Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students?
Mayberry, Laura.

Making the Grade :Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students? - 1 online resource (104 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ed.D.)--University of North Florida, 2023.

Includes bibliographical references

The lack of formal grading policies within individual schools and school districts results in differential grading across classrooms. In many secondary schools, an individual course may be taught by multiple teachers. This study aimed to determine if the existence of differential grading results in disparate outcomes for students based on their assigned teacher. Data about students (demographics, teacher-issued grades, and standardized test scores) was collected from four core content classes at one high school. Regression analysis was used to isolate the impact of students' assigned teacher on their course grade after controlling for demographics and academic performance as measured by the standardized test associated with each subject. The findings showed that theteacherfactor was significant for all four courses. Given the importance of grades to students' academic trajectories, these findings should be of concern to all stakeholders, from students and parents to classroom teachers and school administrators.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798380266161Subjects--Topical Terms:

641129
Mathematics education.
Index Terms--Genre/Form:

542853
Electronic books.

Making the Grade : = Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students?
LDR:02328nmm a2200361K 4500 001 2361408
005 20231019120616.5
006 m o d
007 cr mn ---uuuuu
008 241011s2023 xx obm 000 0 eng d
020 $a 9798380266161
035 $a (MiAaPQ)AAI30561841
035 $a (MiAaPQ)NFL2232
035 $a AAI30561841
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Mayberry, Laura. $3 3702084
245 1 0 $a Making the Grade : $b Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students?
264 0 $c 2023
300 $a 1 online resource (104 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
500 $a Advisor: Dinsmore, Daniel.
502 $a Thesis (Ed.D.)--University of North Florida, 2023.
504 $a Includes bibliographical references
520 $a The lack of formal grading policies within individual schools and school districts results in differential grading across classrooms. In many secondary schools, an individual course may be taught by multiple teachers. This study aimed to determine if the existence of differential grading results in disparate outcomes for students based on their assigned teacher. Data about students (demographics, teacher-issued grades, and standardized test scores) was collected from four core content classes at one high school. Regression analysis was used to isolate the impact of students' assigned teacher on their course grade after controlling for demographics and academic performance as measured by the standardized test associated with each subject. The findings showed that theteacherfactor was significant for all four courses. Given the importance of grades to students' academic trajectories, these findings should be of concern to all stakeholders, from students and parents to classroom teachers and school administrators.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 641129
650 4 $a Academic disciplines. $3 3699705
650 4 $a College admissions. $3 3562828
650 4 $a Standardized tests. $3 3564716
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Education. $3 516579
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Secondary education. $3 2122779
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0280
690 $a 0515
690 $a 0288
690 $a 0533
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of North Florida. $3 1022591
773 0 $t Dissertations Abstracts International $g 85-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30561841 $z click for full text (PQDT)