Exploring Student Understanding of Grades and Report Cards

Autor/in	Gwidt, Kathleen M.
Titel	Exploring Student Understanding of Grades and Report Cards
Quelle	(2010), (207 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Marian University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-1312-6
Schlagwörter	Hochschulschrift; Dissertation; Report Cards; Student Attitudes; Grades (Scholastic); Grading; Comprehension; High School Students; Rural Schools; Student Journals; Interviews; Learning Theories; Student Motivation; Interpersonal Relationship; Interpersonal Communication; Academic Achievement; Underachievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Berichtszeugnis; Schülerverhalten; Notenspiegel; Notengebung; Schulnote; Verstehen; Verständnis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Studentenzeitung; Interviewing; Interviewtechnik; Learning theory; Lerntheorie; Schulische Motivation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Schulleistung; Performance deficiency; Leistungsschwäche
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10