Secondary teachers' perceptions of grading policies and practices: a phenomenological approach

Gibbs, Patrick Joseph (2023) Secondary teachers' perceptions of grading policies and practices: a phenomenological approach. Doctoral thesis, Northern Arizona University.

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Abstract

The purpose of this study was to explore teachers’ perceptions of grading policies and practices. A phenomenological study was pursued as the method allows for a deeper, more meaningful investigation into the lived experiences of subjects. In this case, a sample of secondary teachers working for a district that has recently adopted a mastery-based grading policy. This study sought to answer the following questions: RQ1: How do secondary teachers understand grading student work within the context of the district’s mastery-based grading policy? RQ2: How do secondary teachers practice grading students’ work within the district’s mastery-based grading policy? RQ3: How do secondary teachers’ personal beliefs about grading students’ work factor into the successful implementation of the district’s mastery-based grading policy? Findings were examined through Festinger’s Theory of Cognitive Dissonance. Themes revealed that there are wide-ranging emotions associated with grading systems and policies, which complicates their implementation and delivery. Therein, understanding teacher perceptions of grading policies and practices may support policymakers and educational leaders in future grading policy decisions that overwhelmingly support increasing grading validity.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Secondary schools; Grading policy; Teacher perceptions; Festinger's Theory of Cognitive Dissonance
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Leadership
Date Deposited:	15 Jul 2026 20:26
Last Modified:	15 Jul 2026 20:26
URI:	https://openknowledge.nau.edu/id/eprint/6293

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