Teachers' sensemaking: Middle school and high school language arts grading and assessing practices for writing
EdD Doctor of Education
Educational Services and Leadership
College of Education
Kerrigan, Monica Reid
Committee Member 1
Committee Member 2
grading, language arts, sensemaking, writing
Language arts (Secondary); Grading and marking (Students)
Language and Literacy Education | Secondary Education
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.
Cook, Lana Michele, "Teachers' sensemaking: Middle school and high school language arts grading and assessing practices for writing" (2020). Theses and Dissertations. 2771.