Date of Award

2010

Degree Type

Report

Degree Name

Master of Science (MS)

Department

Mathematics and Statistics

First Advisor

Brynja Kohler

Second Advisor

John Stevens

Abstract

This article presents results of a study of grading practice influence on the value of an assigned grade. The value of an assigned grade, as an indication of student achievement of learning goals, was measured using the Utah Criterion-Referenced Test (CRT) in the subjects of Geometry and Algebra 2. The grading policies of six mathematics teachers at the same high school were categorized according to grading practice and their combined 587 students' scores on the Utah CRT were collected and analyzed. The findings suggest that certain grading practices , such as the use of a 1-4 scale and a criterion-referenced grading system, have a significant effect on the usefulness of a grade, as measured by its prediction value of an achievement test score.

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