This qualitative study was designed to identify how students from a single high school in the rural Midwest perceive grades and report cards. Stratified purposeful random sampling resulted in the inclusion of 14 students who provided journal entries and participated in one-on-one interviews for the purpose of exploring student understanding of grades and report cards.
A broad spectrum of learning theory was explored and interpreted as foundational to better understand how students perceive grades and report cards. Recurring themes of communication, relationships, learning, and motivation were extracted from the stories students told.
Students who participated in this study appeared to be either too focused on grades, or not focused on them at all. Academic underachievers were not motivated specifically by grades or report cards. Academic achievers reported grades and report cards as having value as external motivators related to learning. Stories these students told indicated they were motivated by performance goals in an attempt to gain positive judgment of their competence.
Identifying and analyzing aspects of grading and reporting perceived as effective or ineffective by students could aid educators in the development of improved practice and policy. Findings from this study should be used as a point of reference as work continues in the reform of grading and reporting systems.
|Advisor:||Bugenhagen, Marilyn J.|
|School Location:||United States -- Wisconsin|
|Source:||DAI-A 72/04, Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Curriculum development|
|Keywords:||Achievement, Grading, Grading policy, Report cards, Student perceptions|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be