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.

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