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Dissertation
Assessing the Implementation of Equitable Grading Practices Through an Analysis of High School Students’ Perception of their Academic Motivation
University of Iowa
Doctor of Education, University of Iowa
Spring 2023
DOI: 10.25820/etd.006712
Abstract
Grades matter because they are the most widely used and universally accepted metric for measuring student learning and determining academic achievement. For more than a century, many American schools have used students grades to determine academic awards and recognition, assign students into advanced or remedial classes, decide which students will receive talented and gifted services, determine which students are eligible to compete in extracurricular activities, and more. Therefore, if a great deal of value is placed on grades, what steps can be taken to determine if the grades being assigned in schools, especially high schools, are fair, accurate, and motivating?
The focus of this study was around the question of “What can be learned from the implementation of equitable grading practices and the relationship it has with students’ perception of their academic motivation?” Following the two-and-a-half-year implementation of a building-wide grading policy that prioritized equitable grading practices, a survey was administered to all high school students who attended the school where this study took place. The survey was designed to assess if students believed their grades were equitable, and to determine which grading practices were more academically motivating for high school students, traditional or equitable grading practices.
The results of the survey indicated that overall, most students who participated in the survey believe their grades are equitable. Some discrepancies between the whole population and some of the subgroups were discovered, but all the subgroups also agreed that their grades were accurate, fair, and motivating. They survey also indicated that overall, students identified equitable grading practices as being more motivating than their traditional grading practice counterpart. However, there were two exceptions where the traditional grading practice was identified as being more motivating than their equitable grading counterparts.
Details
- Title: Subtitle
- Assessing the Implementation of Equitable Grading Practices Through an Analysis of High School Students’ Perception of their Academic Motivation
- Creators
- Justin Colbert
- Contributors
- Steven M Triplett (Chair) - University of Iowa, Teaching and LearningMegan A McVancel (Committee Member) - University of IowaStephen F Murley (Committee Member) - University of Iowa, Educational Policy and Leadership StudiesAllison L Bruhn (Committee Member) - University of Iowa, Teaching and LearningBrian P An (Committee Member) - University of Iowa, Educational Policy and Leadership Studies
- Resource Type
- Dissertation
- Project Type
- Capstone
- Degree Awarded
- Doctor of Education, University of Iowa
- Degree in
- Educational Policy and Leadership Studies
- Date degree season
- Spring 2023
- Publisher
- University of Iowa
- DOI
- 10.25820/etd.006712
- Number of pages
- vii. 85 pages
- Copyright
- Copyright © 2023 Justin Colbert
- Language
- English
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9984462058802771
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