RUNNING HEAD: EVALUATION OF GRADING PRACTICES AT ANCHOR BAY

MIDDLE SCHOOL NORTH

An Evaluation of Grading Practices at
Anchor Bay Middle School North
Denny Borse
Sarah Glassford
Brooke Hurley
Oakland University
Dr. Lindson Feun
March 2014







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Table of Contents

Acknowledgements ..4
Abstract.. 5
Chapter 1: Introduction
Background..6
Assumptions and Limitations..7
Research Questions..8
Chapter 2: Review of Literature.9
Chapter 3: Method of the Study
Overview13
Selection of Subjects..13
Research Design.14
Data Analysis.15
Summary15
Chapter 4: Results of the Study
Results16
Chapter 5: Conclusions and Recommendations
Overview22
Conclusions and Recommendations......22
Implications for Future Research...27
References.28

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Appendices
Appendix A Consent Forms
A1- Human Resource Director Consent Form......29
A2-Building Principal Consent Form...30
Appendix B Data Summary
Data Results Summary Chart....31
Appendix C Surveys and Result Summaries
C1- Teacher Survey..32
C2- Student Survey...35
C3- Parent Survey.38













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Acknowledgements
As students of the Education Specialist Program at Oakland University, Denny Borse,
Sarah Glassford, and Brooke Hurley, would like to thank our families and colleagues who have
offered continuous direction, support, and patience throughout the program. A special thanks to
the parents, students, and staff of Anchor Bay Middle School North for providing their time,
effort and feedback in completing surveys needed for the completion of our action research
project. We would also like to thank Dr. Lindson Feun for his continuous guidance and support
throughout the completion of our action research project. Many thanks to our fellow Macomb
Cohort members who have made our time in the Oakland University Education Specialist
Program a positive, collaborative experience.













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Abstract
The following provides an action research project based on the evaluation of grading
practices at a middle school located in a suburban area outside of Detroit, Michigan.
Conclusions were based on the results of surveys distributed to parents, students, and teachers of
sixth and eighth graders. Currently, the grading systems in this district are not specific or
consistent across the district for verifying a students overall grade. Survey questions that were
stated in the study were presented using a Likert scale model, and were given through the use of
Survey Monkey, which is an online survey tool. Data were triangulated to obtain a
comprehensive view of how teachers, students, and parents believe how a students overall grade
should be determined. This information was then used to make recommendations and
suggestions. We found that teachers, students, and parents would benefit from having a district-
wide grading policy. This would not only give consistent expectations, but provide focus and
transparency for grading practices.










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Chapter 1:
Introduction
Background
The Anchor Bay School District is a suburban Metro Detroit public school located in the
northern portion of Macomb County, Michigan, and also crosses into the southern portion of St.
Clair County. Student enrollment for 2012-2013 is 6,267 students, of which 14% are disabled
and 27% are socio-economically disadvantaged. Anchor Bay prides itself on consistently scoring
above state and county averages on annual Michigan Education Assessment Program (MEAP)
tests. Over a four-year period, Anchor Bay has had an 88% on time graduation rate, with a less
than 5% dropout rate. The district serves Selfridge Air National Guard Base which contributes to
the transient population of students. The average gross income in the Anchor Bay School district
varies tremendously throughout the district. The north end of the district has an average
household income of $21,000, while the remaining areas of the district average about $71,000
per year.
Anchor Bay Middle School North serves 980 students in grades 6-8. It is not a highly
culturally diverse population of students, but is very diverse in socio-economic status.
Approximately 10% of students receive special education services, and 24% of students are
economically disadvantaged. The teaching staff is composed of 41 teachers, and all but one have
at least four years of teaching experience. The current principal has been in the building for 11
years, and the assistant principal is in his first year.
Grading policies are one part of a complex system of instruction, assessment, and feedback
in schools (Reeves, 2011). Today, teachers grading policies and student achievement are being
more closely scrutinized with the implementation of Michigans new teacher evaluation being
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linked to student achievement, and Annual Yearly Progress (AYP) reporting, making grading
policies more significant than ever. One of the major reasons for an established and consistent
grading policy is to motivate students to work harder, perform better, and to provide clear
expectations for academic success (Elikai & Schuhmann, 2010). The lack of a grading policy
with clear, specific guidelines has made it difficult for students, parents, and administrators to
understand the expectations of criteria for earning an A in individual classes. When grading
policies are ambiguous, all other aspects of student achievement are negatively affected (Elikai
& Schuhmann, 2010).
Currently, there are no specific or consistent parameters for determining a students overall
grade. A lack of a school-wide grading policy has allowed teachers to decipher their own criteria
for assessing student achievement. What one teacher determines as criteria for achieving an A
may differ from what another teacher in the same department requires for an A. Some
teachers include extra credit, while others include participation and attendance. Teachers may
grade on effort, while others focus on accuracy. Teachers may base grades primarily on
assessments, while others see homework as a primary focus. These inconsistencies in grading
practices cause confusion, discrepancies, and inaccurate or distorted measurements of student
achievement. These reasons provided the rationale for this action research study.
Assumptions and Limitations
It was assumed that all survey respondents completed the surveys accurately and honestly to
the best of their ability.
Possible Limitations:
Parent participation surveys were administered; possibly only involved parents may be
responding.
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Parent motives or responses may be biased based on their individual childs needs.
Lack of internet and computer access for parents of low socioeconomic status.
A total of 65% of students were unable to complete the survey due to scheduling conflicts
with NWEA testing and computer lab usage.
Research Questions
The following questions were the primary focus of our evaluation:
1. What are the factors teachers use to determine a students grade at Anchor Bay Middle
School North?
a. To what extent do teachers grade homework?
b. To what extent do teachers offer extra credit?
c. To what extent do teachers focus their grade primarily on tests/quizzes?
d. To what extent do non-academic factors impact student grades?
2. What percentage of a students grade is determined by formative and summative
assessments at Anchor Bay Middle School North?
3. What are the belief systems of stakeholders about grading at Anchor Bay Middle School
North?






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Chapter 2
Review of Literature
Grading practices and policies have been a topic of discussion and debate among
educational stakeholders for decades. There are various perceptions of what constitutes a grade,
and this is one of the central controversial factors in the grading debate. There has been much
discussion as to the function of grades in the U.S. educational system. Much debate is had over
whether grades should represent a students proficiency in a given subject or communicate a
students performance in a variety of areas, including behavior and participation (Hanover,
2011). In an era of accountability, and test scores tied to funding and teacher salaries, the
importance of student performance and grades has intensified dramatically. As Robert Marzano
points out, Grades are so imprecise that they are almost meaningless (OConnor & Wormeli,
2011). The importance of putting meaning back into grades begins with the questions of what
should be included in a students grade and teachers grading beliefs, practices, and procedures.
The grading practices and procedures used by most teachers include both academic
achievement and behavioral factors. The behavioral factors may include effort, participation,
attendance, attitude, and conduct or behavior. This means that educators often use grades as both
a punishment for bad behavior and a motivational tool for good behavior (Hanover, 2011). These
grading practices have long been accepted by educators at all levels. When grading on non-
academic or behavioral factors, such as participation or organization, teachers are grading based
on the methods students use to meet standards and achieve the learning outcomes, not the
standards and outcomes themselves (OConnor & Wormeli, 2011). There are many educators
who now believe in standards based grading which assigns grades based only on students
mastery of material in a given subject. (Hanover, 2011). The advantage of this type of grading
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system is that it allows specific feedback about what a student can and cannot do, not on other
extraneous factors.
When analyzing what beliefs and practices teachers have about grading, there are many
schools of thought. The biggest dilemma appears to center around missing assignments and
assigning zeros. One of the most important issues facing educators is what consequence is
appropriate for students who do not complete an assignment (Reeves, 2011). The most common
response is to assign the student a zero for the assignment. However, in the traditional 100-point
scale, the ratio of a zero, where the interval between grades is 10 points, a zero asserts that
assignments not turned in are assigned a penalty that is many times more severe than a poorly
done assignment receiving a D (Reeves, 2011). A shift among thinking in educators is
emerging. Contrary to assigning a zero for missing assignments, some educators are
experimenting with the idea that the appropriate consequence for not completing an assignment
is to make them complete the assignment. Students are required to complete assignments during
other privilege time, such as lunch and study hall (Reeves, 2011). Students receive their
freedoms when they become proficient. Other teachers are moving towards a four-point grading
scale, where a four corresponds to an A and a zero still represents a missing assignment. This
system utilizes a grading system where the interval between grades is a mathematically
equivalent ratio (Reeves, 2011). The idea is that now the punishment of a missing assignment is
equal in consequence and impact on a final grade.
Another related factor teachers include in grades is practice and homework. When
homework and practice grades are averaged with assessment grades, it may be possible for a
student to master a concept with proficiency, but still end up with a grade that does not show
their proficiency level. If practice and formative assessments are averaged with summative
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assessments, students who struggle with the concept while learning and mastering are penalized.
Looking at the consistent and recent levels of performance over time provides a more accurate
report of what students know and understand. These performance levels are also more closely
correlated to testing done outside of the classroom (OConnor & Wormeli, 2011). The formative
assessments are those that provide feedback to students, and allow students to revise and be
reassessed throughout the learning cycle. Summative assessments are used as a final assessment
and do not offer feedback and revision. These assessments are often tests, exams, and include
final letter grades. OConnor and Wormeli state that The only reason students cant redo a final
exam, project, or standardized test after they receive feedback and revise their learning is that
someone in a policy-making capacity declared it so-not because its bad pedagogy (44). Some
educators have recently criticized grading homework because it rewards students for being
compliant, hard workers while not necessarily communicating anything meaningful about their
mastery over new course material (Hanover, 2011). Most educators believe that students will be
less likely to complete homework assignments if it is not graded. However, there are some
studies which show that providing specific feedback on homework sent the message to students
that it was important to complete the assignments as practice. This feedback was not given in the
form of a grade (Hanover, 2011). Students figure out that they are responsible for the mastery of
the content attached to the practice, and they sometimes ask for additional practice (Hanover,
2011).
When teachers assign extra credit for semi-academic reasons, like the completion of an
extra assignment, it distorts the meaning of their grade (Hanover, 2011). It rewards the student
for extra effort, not achieving proficiency. Many teachers also assign extra credit for bringing in
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school supplies, which is a bigger detriment to the accuracy of a students grade because this
extra credit has no academic value.
Assessing and assigning grades fairly and accurately is not a problem that will be
resolved in the near future. It will continue to be a focus of all educators at every level. Teachers
need to look critically at the accuracy of their grading practices in measuring the proficiency of
each student. They also need to re-examine their grading beliefs and the impact they have on a
students grade and learning for mastery. Educators need to be able to provide stakeholders with
honest, meaningful, and useful grade reports of student mastery and performance on learning
outcomes and standards.














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Chapter 3:
Method of the Study
Overview
In order to meet the rigorous standards of learning and achievement for the 21
st
century, we
looked at the items that are the most important to discuss for parents, community, staff, and
students. In order to complete this task, surveys were created that outlined the aspects of how a
students grade is calculated, how the district curriculum is aligned and how it applies to the
Common Core Curriculum and State Standards. We also analyzed district initiatives that allow
for the academic development of students as it applies for achievement for the district. We
examined what the best practices are for the district, and how the stakeholders are involved in the
process that happened during the course of this analysis. After analyzing best practices through
the literature review, we created surveys that have balanced our topic questions and research. We
received consent from the district Human Resource Director and the building principal. Then we
administered the surveys to building staff, students, and parents. We have analyzed the data, and
have made analysis of the results of the surveys to support the driving questions that have been
developed. Consent forms found in Appendix A were given to the Human Resource director of
the district and the building principal where the surveys were administered. An overview of
survey data from all stakeholder groups can be found in Appendix B. The student survey results
can be found in Appendix C1, the parent survey results in Appendix C2, and the staff survey
results in Appendix C3.
Selection of Subjects
For the purpose of this action research plan, we narrowed our focus on the staff, parents,
and students at the secondary level for Anchor Bay Schools. All teachers in the building were
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given the opportunity to participate in the online survey. A total of 84% of teachers completed
the survey. A total of 35% of 6
th
and 8
th
grade students completed the survey. The students who
took the surveys were comprised of different economic, social, and ethnic backgrounds.
Teachers facilitated computer lab time for students to complete the survey. Parents of 6
th
and 8
th

grade students were emailed the survey; a total of 207 out of 620 parents completed the survey.
Research Design
The surveys were conducted based on the Likert scale model. The student, parent, and
teacher surveys were given through the use of SurveyMonkey, an online survey tool. The
surveys were administered in October and November to all teachers, 6
th
and 8
th
grade students,
and parents of 6
th
and 8
th
grade students. The cost associated with this form of data collection
was the one time cost of a SurveyMonkey account for survey administration.
All teachers from Middle School North were chosen to participate in the survey. A total of
84% of teaching staff participated. The teachers that participated ranged from teacher s of core
classes academic classes, electives classes, and special education classes. The teacher survey
consisted of 2 demographic questions and 17 Likert scale questions. The two demographic
questions in the survey asked teachers to identify their subject area and gender. All survey Likert
questions had the option to leave additional comments. Students were provided time in the
computer lab to take the online survey. The student survey consisted of two demographic
questions identifying their gender and grade level. The survey also contained 17 Likert scale
questions. Each question had the option for students to leave additional comments. The parent
survey contained three demographic questions. These questions asked parents to identify their
gender, childs grade level, and whether or not their child has an Individualized Education Plan
(IEP) or 504 Accommodation Plan. The parent survey also contained 17 Likert scale questions,
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all of which provided the opportunity to leave additional comments. The survey results were
collected and analyzed by the different group members of this action research plan.
Data Analysis
The results of the Likert scale survey were compiled and analyzed as percentages and mean
scores to demonstrate the beliefs and ways that teachers grade homework and the perceptions
that students and parents make when it comes to these grading policies. Results of the surveys
were divided into the different sub-categories (teachers, students, and parents) and also compared
grade levels of the students, gender, and special education services that were offered from the
parent responses. Literature was also used in support of this action research background and
information that has been used in regards to grading practices.
Summary
Having completed the surveys, we feel that we have completed an adequate study and
evaluation of the action research plan outlined above. We distributed the surveys to all staff
members in an attempt to receive a greater range of results from all grade levels in the building.
We have surveyed students from a variety of backgrounds, special education, multiple grade
levels, and gender. Finally, we compared our results to the literature that has been written in
order to make recommendations to the importance of this topic and what the outcomes, we as a
group, recommend for the future.





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Chapter 4
Results of the Study
The surveys were administered online to middle school students and staff using
SurveyMonkey. The participants involved included sixth and eighth graders of Anchor Bay
Middle School North and their parents. The questions that were given in the surveys to the staff,
students, and parents were identical. However, there were two questions that pertained to the
subject of summative assessments on the teacher survey and a special education identification
question on the parent survey. The students were disaggregated by gender and grade level.
Parents were disaggregated by their gender, their childs grade, and whether or not their child
receives special education services. Staff data were disaggregated by content area.
The results of the survey were analyzed based on percentages of a Likert scale, with 1=
Strongly Disagree, 2= Disagree, 3= Not Sure, 4= Agree, and 5= Strongly Agree.
Results
a. FACTORS IN A STUDENTS GRADE (practice, homework, extra credit, tests,
and pre/post test improvement)
There are many factors that are included in a students final grade.
Teachers felt strongly about the need for practice and homework to be included in
a students grade, with 97% agreement. This factor in a students grade was
confirmed with the cross item analysis of the idea that tests should be the primary
basis of a students grade, with only 36% of teachers in agreement. This solidified
the belief of teachers that the more important factor in a students grade is practice
and homework, not test scores. Teachers also indicated that improvement in
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performance from pre-test to post-test should not be included in a grade, with only
26% stating that this improvement is included in their final grades.
When asked about offering extra credit to raise a students grade, 60% of
teachers stated they agreed with assigning extra credit. They also indicated that
extra credit is given as an extension of learning, not simply to raise grades.
b. PERCENTAGE OF STUDENTS GRADE FORMATIVE VS SUMMATIVE
ASSESSMENT
When analyzing the percentage of summative assessments teachers use to
determine a students grade, teachers indicated that approximately 30%-40% of a
students grade is based on summative assessments. However, there was a
discrepancy when the data were disaggregated by content area. Elective teachers
use summative assessments as only 20%-30% of a students final grade, whereas
math teachers responded that their final grades are made up of 60% summative
assessments. Language Arts and Science teachers final grades are comprised of
30%-40% formative assessments. Social Studies teachers indicated their students
final grades are 40%-50% formative assessments.
c. NON-ACADEMIC AND BELIEF SYSTEMS OF STAKEHOLDERS IN
GRADING (Non-academic: behavior, effort, participation, attendance. Beliefs:
Zeros, Redos, Extra Credit)
The survey results focusing on non-academic grading and beliefs
presented many similarities across the themes of the questions asked. The results
pertaining to the inclusion of behavior in a students grade varied greatly. Only
39% of teachers agreed to some degree to include behavior when figuring a
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students final grade. However, 23% of teachers were not sure whether behavior
should be included in a final grade, demonstrating that teachers are still not sure
about the impact behavior should have in a students grade. Students results
show that 62% agree behavior should be included as part of their grade. There
was a large discrepancy in responses between 6
th
and 8
th
grade males. Only 47%
of 8
th
grade males believe behavior should be included in grades, while 77% of 6
th

grade males believe behavior should be included. Data from the parent surveys
showed that 61% agree with including a students behavior as part of their final
grade.
When analyzing the role effort plays in grading, both teachers and students
had similar data responses. Teachers had 87% agreement that effort, not just
accuracy, should be included in a final grade. Data from student surveys indicated
that 83% of students believe that their effort should be considered in a grade.
Parents had the lowest agreement, with only 72% of respondents indicating that
they believe effort, not accuracy, should be included as part of the grade.
Participation in class is another non-academic factor that teachers include
in students grades. The data showed that 64% of teachers agree that participation
should be included in a students final grade. When broken down by content area,
electives had 84% agreement in including participation, presumably due to the
participatory nature of their classes. Data from student surveys produced a 68%
agreement that teachers should include participation in their final grade. Parents
survey data showed that 73% believe that participation should be included in a
students grade.
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Attendance is another non-academic factor that could be included into a
students final grade. Only 43% of teachers believe attendance should be included
in a students grade. Comments indicated that most students who have poor
attendance usually do not do well on assignments and tests, and therefore,
attendance is indirectly factored into grades. The data suggest that teachers do not
include attendance, or are unsure that attendance should be included in grades.
Student data also supported this idea of not including attendance in grades, with
49% stating they didnt believe in including attendance as part of their grade.
There was, however, a significant discrepancy between the data of genders. Male
students responded with only 48% agreement that attendance should be
considered in a final grade, whereas 58% of females agreed with including
attendance. The data suggest that males have a stronger belief that attendance
should not be included in their final grades. Parents had the greatest agreement in
including attendance in grades, with 42% stating that attendance should be
included, while 12% of parents were unsure of whether or not attendance should
be included in a final grade.
d. BELIEFS
Late work for reduced credit data were fairly consistent among students and
parents. Student data showed 70% of students agreed that reduced grades should be
issued for late work. Parents had 84% agreement on this issue, based on the belief
that late work should be assigned reduced credit. Teachers had the strongest
agreement with assigning reduced credit for a late assignment with 89% agreeing late
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work should receive reduced credit. This was consistent across all teacher content
areas.
When looking at whether or not students should receive a zero for missing work,
90% of teachers agreed with assigning zeroes if assignments are missing. This was
consistent across all content areas. The majority of parents also felt missing work
should receive a zero. Survey data show 68% of parents agreed that a zero should be
given for assignments that are missing. On the contrary, students disagreed with the
belief that a missing assignment should be given a zero, with only 39% in agreement
of receiving a zero for missing work. The largest discrepancy occurred in 8
th
grade,
with only 31% in agreement of receiving a zero for missing work, while 45% of 6
th

graders believe they should receive a zero for missing work.
There were many similarities in responses from stakeholders concerning the
beliefs of redoing assignments and tests. Teachers stated with 83% agreement that
they allow students to redo assignments. Under some circumstances, 46% of teachers
agreed or strongly agreed that they allow students to retake tests. , 83% of teachers
stated the test redo is not for full credit. Students indicated with 59% agreement that
they are allowed to redo assignments in various classes. Additionally, students did
indicate in comments that not all classes allow redo assignments. When asked about
being able to retake tests, 46% of students indicated that they are allowed to redo
tests. According to survey data, 56% of students believe that a test redo should be
given full credit. Parents had the lowest agreement in redoing assignments. Only 45%
of parents agreed that students should be able to redo assignments. More parents were
unsure about whether or not teachers allow for test redo, but 42% do not believe that
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a test should be redone for full credit. However, 51% of parents whose child receives
special education services indicated their belief that a student should be given full
credit if the student retakes the test. The comment data from these parents indicated
test retakes were part of their childs IEP.
As discussed earlier, 60% of teachers stated they agreed to assigning or offering
extra credit. They also indicated that extra credit is given as an extension of learning,
not simply to raise grades. Students overwhelmingly agreed that extra credit should
be available to raise their grade, with 94% agreement. With 87% agreement, parents
also believe that extra credit should be made available to raise grades. Parents of
students who receive special education services had a slightly higher degree of
agreement, with 93% believing that extra credit should be available to raise grades.












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Chapter 5
Conclusions and Recommendations
Overview
A number of questions were presented and addressed when conducting this action
research project. The first question was: What are the factors teachers use to determine a
students grade at Anchor Bay Middle School North? This included the areas of homework, extra
credit, tests and quizzes and the non-academic factors that impact a students grade. The first
major finding was teachers strongly agreed with including homework and practice in a students
final grade. This outweighed the belief of using test scores the primary basis of a students final
grade. It was also determined that extra credit is given not simply to raise grades, but given as an
extension of learning.
The second research question was: What percentage of a students grade is determined by
formative and summative assessments at Anchor Bay Middle School North? A discrepancy was
noted that the weight of formative and summative in a students grade differs amongst the
teachers content area.
The third question asked was: What are the belief systems of stakeholders about grading
practices at Anchor Bay Middle School North? This included non-academic areas such as
behavior, effort, participation, and attendance. It was noted that males tend to believe that these
non-academic factors should not be included in a final grade, whereas the female felt stronger
about having these items included.
Conclusions and Recommendations
This study has shown that there are inconsistent grading practices among teachers at
Anchor Bay Middle School North. With an absence of a formal grading policy, teachers have
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complete autonomy over how a students grade is determined. These inconsistent practices are
often not transparent or communicated well to all stakeholders.
One major finding was that teachers expressed a strong belief in the importance of
homework and practice, while placing little emphasis on test results and mastery of the content.
The current practices are not aligned with the current accountability and new teacher evaluation
laws; these laws require teachers to demonstrate student growth (Revised School Code). As the
Revised School Code states, by the 2014-2015 school year, at least 40% of year- end teacher
evaluations will be based on student growth (Revised School Code). This number increases to
50% for the 2015-2016 school year (Revised School Code).The current Middle School North
practices may not prepare students or teachers for the importance and impact standardized tests
may have on education in the near future. In addition, teachers did not feel it was important to
include improvement in performance from pre and post-tests when determining a students
grade. This belief could be detrimental to teachers in the near future when it comes to their
personal yearly evaluations. More emphasis on summative assessments in all content areas
should be a focus for teachers.
Grades should reflect what a student knows and is able to do. Teachers, conversely,
indicated that only 30%-40% of a students grade is based on summative assessments. Most
teachers appear to be focusing on the formative assessments which dont give a clear indication
of a students proficiency. The exception is math teachers, who indicated that their final grades
are made up of close to 60% summative assessments. Adopting a district wide or department
wide grading policy concerning the amount of formative and summative assessment used to
calculate a students grade would create consistency and a clear understanding of how a final
grade is calculated.
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The lack of emphasis on summative assessments and proficiency is also evident in the
stakeholders belief that effort should be factored into a students grade, not just having the
correct answer. A total of 87% of teachers, 83% of students, and 72% of parents supported the
practice of awarding students effort while putting no emphasis on accuracy. Effort can often be
arbitrary and difficult to accurately assess, which can lead to inflated grades or grades which do
not appropriately assess student learning. As stated previously, a uniform policy on formative
and summative final grade requirements would reduce the possibility of grade inflation.
This study also showed a discrepancy in the beliefs of stakeholders on the matter of
including non-academic factors in grading. A total of 62% of students and 61% of parents agreed
that behavior should be included as part of a students final grade, whereas 39% of teachers
agreed that behavior should be a factor in the grade. The data show the beliefs of students and
parents in including non-academic factors in grades, whereas teachers do not like the idea of
including this non-academic factor in a students grade.
Being an active participant in the learning process is an important aspect of the
educational experience. Educators often focus on student engagement and strive to facilitate
opportunities to get students actively involved in the curriculum. Teachers, parents, and students
largely agreed that participation should be part of a students grade with a total of 64% of
teachers, 68% of students, and 73% of parents supporting the practice of including participation
in a students grade. A policy stating the amount of formative assessments included in a final
grade, which may include participation, would limit the impact of participation on a students
final grade and grade inflation.
Attendance is obviously vital to increasing academic proficiency, but to what extent
should attendance impact a students final grade? Anchor Bay Middle School North does not
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have a formal attendance policy which denies credit from students who accumulate a larger
number of absences. Student grades are not affected by their attendance. Teachers, students, and
parents agreed that attendance should not be used to help determine final grades. A total of 43%
of teachers, 36% of students, and 44% of parents did not support the practice of including
attendance as a part of a students grade.
Late work
Accepting late work and fairly assessing the amount of credit given is a frustrating issue
for teachers at Anchor Bay Middle School North. There was a large consensus among all
stakeholders that homework should be accepted for a reduced grade with 89% of teachers, 70%
of students, and 84% of parents in agreement with this practice. However, there is no specific
policy on how to reduce credit for late assignments. Individual teachers have autonomy over
their grading practices in the classroom. Developing and implementing a policy for late work
and reduced credit would create consistency and transparency in grading.
Often emergencies or extenuating circumstances can hinder a students ability to submit
an assignment in a timely manner or not at all. The study showed some inconsistency between
the stakeholders beliefs regarding zeroes for missing work. A total of 90% of teachers, 68% of
parents, and only 39% of students believe that a zero should be assigned for missing
assignments. Teachers indicated on survey comments that additional time to complete and turn in
an assignment is routinely given; however, if students continue to fail to submit missing
assignments, the overwhelming majority believed a zero should be assigned. There was a belief
that sufficient time was allotted to complete and submit work. Conversely, students commented
that missing one or two assignments can drastically reduce a grade. Many felt this practice was
unfair and the zero did not represent their abilities. Parents seemed to waiver in this topic. Some
GRADING AT ABMSN 26



cited the practice of assigning zeroes was creating habits for the college experience. Other
parents indicated that they supported the practice of assigning zeroes, as long as the teacher
communicated missing assignments and offered students the ability to make up their work for
reduced credit.
There is greater emphasis and pressure placed on schools to demonstrate student growth
and proficiency on standardized assessments. The teachers at Anchor Bay Middle School North
have not responded to this with their grading practices. Teachers grades are not calculated using
a high percentage of summative assessments, with the average student grade being composed of
only 30%-40% of summative assessments. Related to this is the practice of allowing students to
retake tests. A total of 47% of teachers indicated they allowed students to retake tests. However,
only 46% of students were aware of this practice. Parents also seemed to be unaware that
teachers facilitated an opportunity to retake tests; only 29% of parents reported knowledge of this
practice.
Again, teachers indicated an emphasis on formative assessments, with 83% of teachers
allowing their student an opportunity to make up or redo assignments. Unfortunately, there
appears to be a lack of communication between staff, students, and parents. Only 60% of
students and 45% of parents were aware teachers offered the opportunity to make up
assignments. Teachers need to better communicate to parents and students the policy and
opportunity to make up or redo assignments.
Extra Credit
Non-academic factors are often used to affect student grades. An overwhelming majority
of students and parents support the practice of using extra credit to increase a students grade.
However, parents commented that extra credit should pertain to the subject matter and provide
GRADING AT ABMSN 27



additional extensions or reinforcements of learning the curriculum. The majority of teachers also
believed extra credit should be available to raise students grades. Numerous comments indicated
extra credit should be content related, given in limited amounts, and not artificially inflate
grades. A grading policy limiting the amount of formative assessment, which could include
extra credit, would limit the impact of non-academic factors on a students final grade. This
would include the impact of extra credit on grades.
Implications for Future Research
Further research should include an evaluation of the grading practices of the second
middle school in the district. The two studies should then be evaluated for similarities and
differences in grading beliefs, policies, and practices of teachers. We recommend the data from
both schools be used to develop a district-wide grading policy that is consistent for both middle
schools. Anchor Bay should also consider developing a policy that regulates the percentages of
summative assessments and formative assessments used to calculate a students final grade.
Further research would need to be conducted to conclude the appropriate amount of summative
assessments and formative assessments appropriate for the middle school level. The focus of
these grading polices should increase student achievement and reduce disconnect between
student grades and academic ability.






GRADING AT ABMSN 28



References
American Psychological Association (1998, March 4). Research Shows Homework Does Boost
Academic Achievement; But Overemphasizing Grades and Performance May Lead to
Cheating. Science Daily. Retrieved November 18, 2013, from
www.sciencedaily.com/releases/1998/03/980304073520
Elikai, F., & Schuhmann, P. W. (2010). An examination of the impact of grading policies on
students' achievement. Issues in Accounting Education, 25(4), 677-693.
Hanover Research (2011). Effective Grading Practices in the Middle School and High School
Environments. Independent School Administration Practice February, 1-37.
The Revised School Code Act 451 of 1976. State of Michigan Legislature. 380.1249 (2011).
Retreived March 11, 2014, from http://www.legislature.mi.gov/(S(2vxe3f453
byr3v55mnmzs 455))/mileg.aspx?page=GetObject&objectname=mcl-380-1249.
O'Connor, K., & Wormeli, R. (2011). Reporting Student Learning: Despite advances in grading
and reporting, imprecision and lack of meaning persist. Educational Leadership,
November, 40-44.
Reeves, D. B. (2011). Taking the Grading Conversation Public. Educational Leadership,
69(3), 76-79.
Reeves, D. B. (2004). The Case Against the Zero. Phi Delta Kappan, 86(4), 324-325.
Tippin, G., Lafreniere, K., and Page, S. (2012). Student Perception of Academic
Grading: Personality, academic orientation, and effort. Active Learning in Higher
Education 13(1) 151-161.


GRADING AT ABMSN 29



Appendix A1
Human Resource Director Consent Form

June, 2013

Mr. Paul Rogers
Anchor Bay School District
5201 County Line Rd
Suite 100
Casco Twp, MI 48064

Dear Mr. Rogers,
We are part of an Education Specialist cohort from Oakland University conducting action
research on the components involved in assigning grades. We are seeking permission to survey
both the staff and students at Middle School North in the Anchor Bay School District. We would
like to conduct our surveys in October, 2013. All information will be kept confidential. No staff,
student, or parent names will be asked or released.

The information from our research will benefit the students and staff of Anchor Bay, in further
developing consistent and common grading policies. We would appreciate your approval for this
project. Please indicate your permission on the form below and return it to Sarah Kessel-
Glassford. If you have specific questions regarding this research project, please contact Sarah
Kessel-Glassford at extension 3701, or by cell phone at 248-866-5448, or Lindson Feun, Ph.D.,
Faculty Sponsor, Oakland University, at 248-623-9233.

Sincerely,


Sarah Kessel-Glassford Brooke Hurley



Dennis Borse



I give permission for the cohort group from Oakland University to conduct a survey of students
and staff in Fall, 2013.


______________________________________ ________________________
Administrator Signature

GRADING AT ABMSN 30




Appendix A2
Building Principal Director Consent Form
October 1, 2013

Mr. Tim Brisbois
Anchor Bay School Middle School North
52805 Ashley St
New Baltimore , MI 48047

Dear Mr. Brisbois,

We are part of an Education Specialist cohort from Oakland University conducting action
research on the components involved in assigning grades. We are seeking permission to survey
both the staff and students at Middle School North in the Anchor Bay School District. We would
like to conduct our surveys in October of 2013. All information will be kept confidential. No
staff, student, or parent names will be released.

The information from our research will benefit the students and staff of Anchor Bay in further
developing consistent and common grading policies. We will be pleased to share the results of
our study with you at its completion.

We would appreciate your approval for this project. Please indicate your permission on the form
below and return it to Sarah Kessel-Glassford. If you have specific questions regarding this
research project, please contact Sarah Kessel-Glassford at extension 3701, or by cell phone at
248-866-5448, or Lindson Feun, Ph.D., Faculty Sponsor, Oakland University, at 248-623-9233.

Sincerely,


Sarah Kessel-Glassford Brooke Hurley


Dennis Borse



I give permission for the cohort group from Oakland University to conduct a survey of students,
parents, and staff in October, 2013.


______________________________________ ________________________
Administrator Signature Date

GRADING AT ABMSN 31



Appendix B
Data Summary Percentage of Responses that Agree or Strongly Agree
By Question Theme
Question Theme Staff Student Parent
Explain Grades NA 80% 80%

Retake tests 47% 46% 29%

Redo Assignments 83% 60% 45%

Grade Reflect
Achievement
87% 77% 83%
Earn Grades Received NA 86% 87%

Behavior Should be
Part of Grade
39% 62% 61%
Effort not accuracy
should be part of
grade
87% 83% 72%
Participation should
be part of grade
64% 68% 73%
Attendance should be
part of grade
43% 36% 44%
Practice (homework,
classwork) should be
part of grade
97% 64% 92%
Pre-Test/Post-Test
improvement should
be included in grade
26% 43% 56%
Test should be
primary basis of grade
36% 48% 16%
Academic
Achievement only
thing in grade
14% 32% 21%
Zero for missing work 90% 39% 68%

Reduced Grade for
Late Work
89% 70% 84%
Redo test for full
credit
13% 56% 37%
Extra Credit to raise
grades
60% 94% 87%


GRADING AT ABMSN 32



Appendix C1
Survey Questions and Result Summary
Student Survey
These survey questions were administered electronically via SurveyMonkey

This survey is to help us understand how you feel about the grades and grading policies of your
teachers in your classes. The information you provide is confidential, so please answer honestly
and to the best of your ability.

Thank you for your participation.

Please mark the extent to which you agree or disagree with the following statements:

1. I can explain why I receive specific grades in my classes.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
21% 59% 17% 2% 1%
2. Teachers give me the opportunity to retake test in my classes.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
17% 30% 23% 15% 15%
3. Teachers give me the opportunity to redo assignments in my classes.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
19% 42% 18% 15% 6%
4. My grades fairly reflect my achievement.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
35% 42% 15% 6% 2%
5. I earn the grades I receive.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
46% 40% 9% 3% 2%
6. My behavior during class should be part of my grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
32% 32% 14% 12% 10%
7. The effort I put into my work should be part of my grade, not just having the right
answer.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
54% 30% 9% 5% 2%
8. Class participation should be part of my grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
31% 38% 13% 11% 7%
GRADING AT ABMSN 33



9. My attendance should be part of my grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
18% 19% 13% 26% 24%

10. Practice (homework, assignments, class work) should be part of my grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
32% 32% 16% 14% 6%

11. The amount of improvement I show on pre and post tests should be part of my grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
18% 26% 23% 20% 13%

12. Tests should be the primary basis for my grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
18% 30% 23% 19% 10%

13. My academic achievement should be the only thing considered in figuring the grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
10% 22% 27% 28% 13%

14. I should receive a 0 for missing work.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
17% 23% 13% 22% 25%

15. If I turn an assignment in late, I should receive a reduced grade for this late work.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
32% 39% 14% 6% 9%

16. If I do poorly on a test or assessment, I should be able to redo or retake the test or
assessment for full credit.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
35% 21% 15% 21% 8%

17. Extra credit or bonus points should be available to raise my grades.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
72% 22% 3% 2% 1%

GRADING AT ABMSN 34



18. Please indicate your grade.
6
th
Grade 8
th
Grade
50% 50%
19. Please identify your gender.
Male Female
52% 48%































GRADING AT ABMSN 35



Appendix C2
Survey Questions and Result Summary
Parent Survey
These survey questions were administered electronically via SurveyMonkey

This survey is to help us understand how you feel about the grades and grading policies in the
district and used by your childs (childrens) teachers. The information you provide is
confidential, so please answer honestly and to the best of your ability.
Thank you for your participation.
Please mark the extent to which you agree or disagree with the following statements:

1. I can explain why my child receives specific grades in their classes.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
17% 63% 13% 6% 1%
2. Teachers give my child the opportunity to retake test in their classes.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
3% 26% 41% 26% 4%
3. Teachers give my child the opportunity to redo assignments in his/her classes.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
5% 40% 31% 22% 2%
4. My childs grades fairly reflect his/her achievement.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
15% 68% 6% 10% 1%
5. My child earns the grades he/she receives.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
24% 64% 6% 5% 1%
6. My childs behavior during class should be part of his/her grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
15% 46% 11% 21% 7%


GRADING AT ABMSN 36



7. The effort my child puts into his/her work should be part of his/her grade, not just having
the right answer.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
17% 55% 14% 11% 3%
8. Class participation should be part of my childs grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
17% 56% 15% 10% 2%
9. My childs attendance should be part of his/her grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
10% 34% 12% 35% 9%

10. Practice (homework, assignments, class work) should be part of my childs grade.

Strongly Agree Agree Not Sure Disagree Strongly Disagree
28% 65% 4% 3% 0%

11. The amount of improvement my child shows on pre and post tests should be part of
his/her grade.

Strongly Agree Agree Not Sure Disagree Strongly Disagree
8% 48% 27% 15% 2%
12. Tests should be the primary basis for my childs grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
2% 14% 10% 56% 18%
13. My childs academic achievement should be the only thing considered in figuring his/her
grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
1% 19% 24% 50% 6%

14. My child should receive a 0 for missing work not turned in.

Strongly Agree Agree Not Sure Disagree Strongly Disagree
15% 54% 13% 16% 2%
GRADING AT ABMSN 37



15. If my child turns an assignment in late, he/she should receive a reduced grade for this late
work when it is turned in.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
14% 70% 7% 8% 1%
16. If my child does poorly on a test or assessment, he/she should be able to redo or retake
the test or assessment for full credit.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
6% 31% 18% 39% 6%
17. Extra credit or bonus points should be available to raise my childs grades.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
33% 54% 9% 4% 0%

18. Please identify your gender.
Male Female
17% 83%

19. My child has and IEP or 504 in place.
Yes No Not Sure
15% 62% 23%



















GRADING AT ABMSN 38



Appendix C3
Survey Questions and Result Summary
Staff Survey
These survey questions were administered electronically via SurveyMonkey

This survey is to help us understand how you feel about the grades and grading policies of your
teachers in your classes. The information you provide is confidential, so please answer honestly
and to the best of your ability.
Thank you for your participation.

Please mark the extent to which you agree or disagree with the following statements:

1. Please identify your gender.
Male Female
29% 71%

2. I give students the opportunity to retake test in my classes.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
20% 27% 9% 37% 7%
3. I give students the opportunity to redo assignments in my classes.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
27% 57% 3% 10% 3%
4. My grades fairly reflect students abilities.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
30% 57% 10% 3% 0%

5. Tests should be the primary basis for a students grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
0% 30% 3% 47% 20%
6. Students behavior during class should be part of their grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
7% 33% 24% 26% 10%



GRADING AT ABMSN 39



7. Effort should be part of a students grade, not just having the right answer.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
10% 77% 3% 7% 3%
8. Class participation should be part of a students grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
7% 57% 27% 10% 0%
9. Attendance should be part of a students grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
10% 33% 7% 47% 3%

10. Practice (homework, assignments, class work) should be part of a students grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
47% 50% 0% 3% 0%
11. The amount of improvement on pre and post tests should be part of a students grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
7% 20% 36% 30% 7%

12. Approximately what percentage of a students final grade is based on summative
assessments (tests). Given the following ranges:

0-10% 10%-20% 20%-30% 30%-40% 40%-50%
3% 17% 7% 30% 20%

50%-60% 60%-70% 70%-80% 80%-90% 90%-100%
10% 10% 3% 0% 0%
13. Academic achievement should be the only thing considered in a students grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
3% 13% 27% 54% 3%

14. Students should receive a 0 for missing work.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
43% 47% 3% 7% 0%
GRADING AT ABMSN 40



15. Late assignments should receive a reduced grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
24% 67% 3% 3% 3%
16. If a student does poorly on a test or assessment, he/she should be able to redo or retake
the test or assessment for full credit.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
3% 10% 4% 60% 23%
17. Extra credit or bonus points should be available to raise students grades.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
13% 47% 10% 23% 7%
18. What content area do you primarily teach?
Language Arts Math Social Studies Science Electives
26% 24% 17% 13% 20%