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.

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