Aligning Grades and Learning in High School English: A Case Study

Autor/in	Bularzik, Emily
Titel	Aligning Grades and Learning in High School English: A Case Study
Quelle	(2023), (167 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0388-1
Schlagwörter	Hochschulschrift; Dissertation; Grades (Scholastic); English Instruction; High School Students; Case Studies; Grading; English Departments; Formative Evaluation; Summative Evaluation; Instructional Design; Learning Activities; Educational Objectives; Alignment (Education); Learning Theories + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Notenspiegel; English langauage lessons; Englischunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Notengebung; Schulnote; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Educational objective; Bildungsziel; Erziehungsziel; Learning theory; Lerntheorie
Abstract	This qualitative case study explored how grading can be used to support learning by analyzing the implementation of a skills-based grading system in a high school English department. Black and Wiliam's (2018) model for assessment in relation to pedagogy was used as a lens through which to examine the relationship between the grading system and student learning. The grading system was analyzed for alignment with each component of Black and Wiliam's (2018) model: pedagogical aims, the planning and design of learning activities, the implementation of formative and summative assessment, and external summative testing. A literature review of research on assessment and grading also informed this study. The data sources were semi-structured interviews with eight English teachers, observations of five one-hour English classes, and review of documents including rubrics, assignments sheets, and state curriculum frameworks. Data was analyzed using thematic coding. Ten major themes emerged, which were distilled down to four criteria that determined the extent to which the grading system studied supported learning. These four criteria were alignment with learning aims; compatibility with learning theories and school culture; clear communication of aims and achievement; and reflective and responsive implementation. The findings of this study have the potential to inform grading and assessment policy at the study site and other similar settings to which the findings may be transferable. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01