| The purpose of this quantitative study was to understand middle school and high school math teachers' perceptions of grading in one mid-Atlantic state. A Survey of Teachers' Perceptions of Grading Practices was used, and it examined the importance of grading, usefulness of grading, student effort, student abilities, teachers' grading habits, and teachers' perceived self-efficacy of the grading process. Descriptive statistics were completed for each item. Data indicated middle school and high school math teachers believe grading is an important criterion to judge student progress and to measure student learning. Middle school and high school math teachers reported they use grading as a means to improve instruction and to provide feedback to students. Additionally, middle school and high school math teachers confer with colleagues on grading criteria, agree grading is a difficult role for the classroom teacher, and use formal achievement measures to assess students. The findings from this study have implications on building administrators and teachers with regard to using grades to represent student knowledge and as a method to promote students to the next grade level. |
