| This study examined middle school teachers’ perceptions of their grading practices. This qualitative study utilized a phenomenological approach that allowed this researcher to collect data from middle school teachers through interviews consisting of open-ended questions. Interviews were conducted with participants within the natural setting of their own classrooms and analyzed from a qualitative perspective. The literature reviewed in this study provided a brief historical context of grading, outlined influences on grading practices, and presented concerns and problems associated with traditional grading practices. It concluded with a review of recent recommendations to improve practice. The study found that there were several influences on participants’ grading practices. The study also found that on-going professional development, collaboration, and time were evidently important for successful implementation of effective grading practices. Based upon results of the study, specific recommendations were offered. |
