When Grading Fails: How Educational Leaders Can Establish Grading Practices That Promote Student Learning (Poster 39)

• In Event: Thursday Poster Session 2:30 pm
  In Poster Session: When Grading Fails: How Educational Leaders Can Establish Grading Practices That Promote Student Learning

Abstract

Grading is an institutionalized practice of accountability that has remained relatively unchanged in its intent but has become an increasingly critical factor that impacts student opportunities, external perceptions of student abilities, and student self-efficacy. Researchers have not studied the role principals play in developing, promoting, monitoring, and directly influencing grading practices. This study used a basic qualitative interpretive design to interview 14 public high school principals and found three themes: experiences exist at the crux of understanding, principals must balance power in grading approaches, and it is the principal’s responsibility to promote learning. This study found that principals face limitations when promoting equitable grading practices and describes a call to action to counter subjective, variable, biased, and inequitable grading.

Author

• Alexandra Laing, The George Washington University