Continuation Teachers' Perceptions of Grading Practices

Author

Tobi W. Page, University of the PacificFollow

Date of Award

2023

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

First Advisor

Anne Zeman

Second Advisor

Laura Hallberg

First Committee Member

Anne Zeman

Second Committee Member

Laura Hallberg

Third Committee Member

Odie Douglas

Abstract

The history of grading practices is riddled with inequities, dating to the inception of the traditional grading system, which was designed to rank and sort. Despite expanding public education to include all members of society, traditional grading practices have yet to evolve in response to the growing demand for equitable and student-centered grading practices. Many alternative education schools have a non-traditional grading structure in response to the students’ learning needs. With an understanding of the history and challenges of alternative education settings, this study sought to add the perceptions and practices of continuation high school teachers to the current body of research to help researchers and educators understand and expand equitable grading practices for students in continuation high schools.

Pages

111

Recommended Citation

Page, Tobi W.. (2023). Continuation Teachers' Perceptions of Grading Practices. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3869