High School Teachers Rethinking Grading: A Qualitative Study of Two Schools

• In Event: Marriott Roundtable Session 20
  In Roundtable Session: Reimaging Measurement and Grading in Classroom Assessment

Abstract

Teachers assigning grades to students is ubiquitous in secondary schools in the United States and abroad and, yet, grading processes and practices receive shockingly little empirical attention. To fill that gap, this study investigated a year-long professional development effort focused on what it means to rethink grading for high school teachers. Our study collected and analyzed qualitative data on fifteen teachers’ perspectives and practices, plus those of the administrators and professional development providers associated with this professional development program.

Authors

• Rebecca Buchanan, University of Maine

• Brad Olsen, University of California - Santa Cruz