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Making the Grade : = Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Making the Grade :/
其他題名:	Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students?
作者:	Mayberry, Laura.
面頁冊數:	1 online resource (104 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30561841click for full text (PQDT)
ISBN:	9798380266161

Making the Grade : = Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students?
Mayberry, Laura.

Making the Grade :Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students? - 1 online resource (104 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ed.D.)--University of North Florida, 2023.

Includes bibliographical references

The lack of formal grading policies within individual schools and school districts results in differential grading across classrooms. In many secondary schools, an individual course may be taught by multiple teachers. This study aimed to determine if the existence of differential grading results in disparate outcomes for students based on their assigned teacher. Data about students (demographics, teacher-issued grades, and standardized test scores) was collected from four core content classes at one high school. Regression analysis was used to isolate the impact of students' assigned teacher on their course grade after controlling for demographics and academic performance as measured by the standardized test associated with each subject. The findings showed that theteacherfactor was significant for all four courses. Given the importance of grades to students' academic trajectories, these findings should be of concern to all stakeholders, from students and parents to classroom teachers and school administrators.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798380266161Subjects--Topical Terms:

641129
Mathematics education.
Index Terms--Genre/Form:

542853
Electronic books.

Making the Grade : = Do Teacher-Created Grading Systems Result in Disparate Outcomes for High School Students?
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520 $a The lack of formal grading policies within individual schools and school districts results in differential grading across classrooms. In many secondary schools, an individual course may be taught by multiple teachers. This study aimed to determine if the existence of differential grading results in disparate outcomes for students based on their assigned teacher. Data about students (demographics, teacher-issued grades, and standardized test scores) was collected from four core content classes at one high school. Regression analysis was used to isolate the impact of students' assigned teacher on their course grade after controlling for demographics and academic performance as measured by the standardized test associated with each subject. The findings showed that theteacherfactor was significant for all four courses. Given the importance of grades to students' academic trajectories, these findings should be of concern to all stakeholders, from students and parents to classroom teachers and school administrators.
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