Date Approved
4-8-2020
Embargo Period
4-13-2020
Document Type
Dissertation
Degree Name
EdD Doctor of Education
Department
Educational Services and Leadership
College
College of Education
Advisor
Kerrigan, Monica Reid
Committee Member 1
Mitani, Hajime
Committee Member 2
Sam, Cecile
Keywords
grading, language arts, sensemaking, writing
Subject(s)
Language arts (Secondary); Grading and marking (Students)
Disciplines
Language and Literacy Education | Secondary Education
Abstract
This qualitative case study will examine how middle and high school language arts teachers in a single school district make sense of their grading practices. This paper explores how Language Arts teachers at different grade levels may be faced with a variety of contextual factors that influence their grading practices. In order to do justice to this topic, a literature review will situate and contextualize writing instruction, learning standards, and assessments. Using a qualitative single case study design, this study will present the findings from nineteen in-depth teacher interviews, document analysis, and field notes.
Recommended Citation
Cook, Lana Michele, "Teachers' sensemaking: Middle school and high school language arts grading and assessing practices for writing" (2020). Theses and Dissertations. 2771.
https://rdw.rowan.edu/etd/2771
