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ERIC Number: ED568271
Record Type: Non-Journal
Publication Date: 2014
Pages: 126
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-4299-3
ISSN: N/A
Instructional and Grading Practices That Change Grading Fidelity: An Action Research Study
Smith, Michael A.
ProQuest LLC, D.Ed. Dissertation, Capella University
Historically, final course grades of sixth- through eighth-grade language arts, mathematics, and eighth grade science students at the primary research site, Site A (pseudonym), suggest a high degree of grade inflation or disassociation when grade point averages (GPA) were compared to actual student performance levels as measured by annual state assessment tests. Site A is a junior high school located in the Midwest region of the United States and serves approximately 250 students in grades sixth- through eighth-grade. In addition to Site A, data for this study was collected at a secondary site, Site B (pseudonym). Including Site B added a greater scope in framing the problem and allowed a greater number of espoused instructional strategies and grading practices of teachers who taught the same subjects and grade levels to be investigated and cataloged. Site B is also a junior high school located in the Midwest and serves approximately 200 sixth- through eighth-grade students. The action research study collected 8062 individual semester grades issued at both sites over a four year period by 27 different teachers who taught sixth- through eighth-grade language arts, mathematics, or eighth grade science between August 2009 and May 2013. Instructional strategies and grading practices of teachers demonstrating high grading fidelity with a positive outcome were presented to three teacher participants at Site A. In an attempt to improve overall grading fidelity of the three teacher participants, three professional development sessions introduced instructional strategies and grading practices shown to have an impact on grading fidelity. Additionally, as one instructional strategy and one grading practice were employed after the professional training was provided, a change in teacher awareness and attitude toward the adoption of the new practices and their effect on grading fidelity is discussed throughout this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A