The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices

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The purpose of this study was to attain and analyze data regarding high school English teachers' beliefs about grading practices and their self-reported grading practices, to identify and understand disparities that exist between teachers' beliefs and self-reported practices, to identify discrepancies between the same self-reported practices and evidence of the practices actually utilized, and to consider teachers' perceptions as to the causes for these discrepancies. Instrumentation for this study included two surveys with both Likert and Likert-like items and an interview/portfolio analysis of teachers' grading systems. A combined total of 204 high school English-language arts teachers representing thirty-eight states and … continued below

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Thibodeaux, Lisa M. May 2013.

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The purpose of this study was to attain and analyze data regarding high school English teachers' beliefs about grading practices and their self-reported grading practices, to identify and understand disparities that exist between teachers' beliefs and self-reported practices, to identify discrepancies between the same self-reported practices and evidence of the practices actually utilized, and to consider teachers' perceptions as to the causes for these discrepancies. Instrumentation for this study included two surveys with both Likert and Likert-like items and an interview/portfolio analysis of teachers' grading systems. A combined total of 204 high school English-language arts teachers representing thirty-eight states and eighty-five schools comprised the sample. Corresponding pairs of Likert-type items were analyzed using studies of the mode, median, mean rank, and the Mann-Whitney U Test to study a comparison of the medians, and comparisons of true Likert scale item results were completed using studies of the means and an independent samples t-test. Interview/portfolio analysis data were analyzed both descriptively and inferentially including the calculation of 95% confidence intervals for generalizability. All open-ended items were considered qualitatively through a process of identifying and categorizing trends in language and over-arching themes. Results indicate that the sample finds grading practices recommended by experts in the field to be best grading practices, and respondents generally report the use of these same practices in their own grading systems. The data reveal, however, discrepancies between the majority of teachers' reported practices and their actual practices. Study participants are likely to place blame for these discrepancies on these sources: campus or district authorities, the limited time available, and the interferences caused by parents.

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  • May 2013

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Thumbnail image of item number 1 in: 'The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices'.
Thumbnail image of item number 2 in: 'The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices'.
Thumbnail image of item number 3 in: 'The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices'.
Thumbnail image of item number 4 in: 'The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices'.

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Thibodeaux, Lisa M. The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices, dissertation, May 2013; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc271904/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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