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The Voices of Middle School Teachers: How Middle School Teachers’ Perceptions and Experiences Influence Their Approach to Establishing Grading Practices in Their Classrooms: a Case Study
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The Voices of Middle School Teachers: How Middle School Teachers’ Perceptions and Experiences Influence Their Approach to Establishing Grading Practices in Their Classrooms: a Case Study
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The Voices of Middle School Teachers: How Middle School Teachers’ Perceptions and Experiences Influence Their Approach to Establishing Grading Practices in Their Classrooms: a Case Study
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Dissertation
The Voices of Middle School Teachers: How Middle School Teachers’ Perceptions and Experiences Influence Their Approach to Establishing Grading Practices in Their Classrooms: a Case Study
2021
Overview
This research involved a qualitative case study of middle school teachers’ perceptions and experiences that influence their classroom grading practices. It also identified the purpose of middle school grades through middle school teachers' lens, how middle school grading is inconsistent, and how there is a need to establish standard practices. Nine middle school teachers who teach in an Oregon middle school, have 5+ years of teaching experience, and assign grades to middle school students were involved in this study. The research sought to answer four research questions. Data were collected through virtual one-on-one interviews and a virtual focus group. A significant pattern throughout this study indicated that grading is intended to provide feedback to stakeholders of student learning. For grading to be used as feedback, a common practice needs to be used systematically. Teachers need to feel more prepared when they graduate from their pre-service programs, and building leaders need to intentionally plan professional development on grading practices to ensure commonality among their staff. The traditional grading system is outdated and does not accurately reflect what students have learned. Because grading is so personal, teachers have to be a part of the conversation. Both the literature and the theoretical framework used for this study support these findings.
