Date of Graduation
8-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Education Policy (PhD)
Degree Level
Graduate
Department
Education Reform
Advisor/Mentor
McKenzie, Sarah
Committee Member
Wai, Jonathan
Second Committee Member
Maranto, Robert
Keywords
Arkansas; Grading equity; Grading practices; Standards-based grading; Student perceptions
Abstract
This dissertation critically examines grading practices within schools, tracing the evolution from traditional to modern approaches and highlighting the social dimensions and debates surrounding grading. Through a mixed-methods study spanning three empirical chapters, it explores students' and teachers' perceptions of grading practices, the impact of professional development (PD) on teachers' approaches to grading equity, and the resultant effects on student outcomes. Chapter Two reveals students' preferences for practices that recognize effort and support academic growth, alongside a tension between Pre-AP students' resistance and the support from students under high stress. Chapter Three finds that while PD can shift teachers' views towards equitable grading, lasting reform faces challenges from entrenched beliefs and systemic pressures. Chapter Four's evaluation of grading equity practices on student outcomes shows no significant impact, raising questions about the efficacy of PD and grading reforms on improving academic achievement and student well-being. In conclusion, this research unveils contrasting student views and the minimal effect of teachers' engagement with a 6-hour grading equity PD session. The results highlight varied perspectives on grading practices, emphasizing the simultaneous student need for both adaptability and uniformity. The lack of significant impact from PD on both teacher practices and student experiences calls for a thoughtful reevaluation of approaches to grading reform. As discussions on grading reform progress, this work underscores the necessity for further investigation into the efficacy of grading equity practices. However, it reveals that neither teachers' exposure to professional development on grading equity nor student perceptions of these practices significantly propel the momentum towards substantive grading equity reform.
Citation
Morris, S. R. (2024). The Effects of Grading Equity Practices on Students: Do Student Perceptions of and Teachers’ Exposure to Grading Equity Practices Matter?. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5400