Date of Award
2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
Principals continue to feel the pressure with high stakes and school accountability rising. With the ever-changing expectations for schools, it is imperative that principals continue to seek ways in which they can build teacher capacity and increase student achievement. Research has shown that engagement, assessment, and grading are all areas that impact student learning. The purpose of this quantitative study was to examine the impact of authentic engagement, assessment, and grading practices on standardized testing outcomes. This study attempted to evaluate whether classrooms with effective authentic engagement, assessment, and grading practices help increase student achievement on standardized testing. Based on a review of the literature, a survey was distributed to all middle school principals in the state of Indiana to gather data on authentic engagement, assessment, and grading practices, as well as demographic data on location type (rural, suburban, urban), enrollment size, free and reduced lunch status, and teacher years of experience. Analysis of the responses demonstrated authentic engagement was a factor in schools with over 50% poverty. The results are indicative of the need to continue focusing on classroom strategies that increase student achievement. It is recommended that principals take a close look at the professional development they are investing in for their teachers to ensure the focus is geared towards increasing learning in the classroom.
Recommended Citation
Herrera, Holly A., "The Influence Of Authentic Engagement, Assessment, And Grading On Standardized Testing Performance For Middle Schools In Indiana" (2023). All-Inclusive List of Electronic Theses and Dissertations. 2132.
https://scholars.indianastate.edu/etds/2132