Teacher and Student Perceptions About Grading: Mastery Learning Shift at a High School Level

• In Event: AERA Poster Session 7
  In Poster Session: Classroom Assessment Trends in the United States and Internationally (San Diego)

Abstract

To build upon a previous district study of K-12 grading beliefs and practices, we focused this mixed-method descriptive study on one high school’s grading practices and the relationship between perspectives of teachers and 11th grade students. The study revealed wide differences among teachers, a discrepancy between current beliefs and those aligned with Mastery assessment, and some consensus among teachers and students – particularly among AP and honors students -- for the inclusion of non-academic factors in grades. Additionally, it highlighted stark differences in opinion between teachers and students about the purposes for grades. Results contribute to existing research about classroom assessment, underscores the need for teacher in-service, and illuminates how such practices impact student perceptions about their own learning.

Author

• Kenneth J Daly, Wallingford Public Schools