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
First Advisor
Kerrigan, Monica Reid
Second Advisor
Mitani, Hajime
Third Advisor
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