Investigating Teacher Identity Development Through a Professional Development on Grading Practices

• In Event: 51.043 - How Teachers' Expectations for Students Matter for Teaching

Abstract

Grading is ubiquitous in U.S. schools today. And grades have considerable influence on the experiences of PK-12 students, particularly in secondary school. They often serve as a gateway to participation in extra-curricular activities, and a grade point average (G.P.A) is a major consideration in college acceptance. Despite the significant role it plays in schooling experiences, grading practices among teachers has received very little empirical attention. To fill the research gap on grading practices and to investigate one approach to supporting teacher change in this area, this study examined a year-long professional development (PD) program designed to reform teachers’ grading practices.

Authors

• Rebecca Buchanan, University of Maine

• Brad Olsen, University of California - Santa Cruz