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 period over one academic quarter). A two-way ANOVA was used to research a statistically significant relationship between the grade level taught and grade distribution. The same methodology was used to research relationships between grade distribution and enrollment in a teacher preparation program and the grading methodology used (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. School leaders 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 for the research community to explore what factors, if any, impact a teacher's grade distribution in our work in grading and assessment.
Dr. Daniel Eadens, Committee Chair.
The public is welcome to attend. Please contact the Committee Chair for details regarding attendance.
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