Date of Final Oral Examination (Defense)
Type of Culminating Activity
Master of Science in STEM Education
Curriculum, Instruction, and Foundational Studies
Philip P. Kelly, Ph.D.
Jennifer L. Snow, Ph.D.
Keith W. Thiede, Ph.D.
This study explored two questions: 1) In what ways are the curriculum orientations of STEM teachers predictive of their beliefs regarding sound grading practices? and 2) How do STEM teachers who have received formal training in assessment differ in their grading beliefs from those who have not? A survey instrument was issued to a sample of secondary science and mathematics teachers (n=89) taken from a metropolitan, northwestern school district. The subsequent analyses showed a significant relationship between the self-actualization orientation and the inclusion of non-academic factors when assigning grades. It was also found that participants who had received formal assessment training were no more likely to endorse literature-recommended grading practices than their untrained colleagues. Implications for assessment training and recommendations for future research are discussed.
Dean, Nathan D., "The Curriculum Orientations of Secondary STEM Teachers and Their Beliefs About Sound Grading" (2016). Boise State University Theses and Dissertations. 1081.