How middle school teachers make sense of mandated reforms to their grading and reporting practices through qualitative interviewing
Grading and reporting practices in secondary schools have traditionally been designed so that teachers assign a single letter or percentage grade at the end of a term to communicate student learning. Increasingly, leaders of secondary schools have mandated change away from these traditional grading...
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| Online Access: | http://hdl.handle.net/2047/D20237749 |