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Teacher Perceptions of Alternative Grading to Support Authentic Learning Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Teacher Perceptions of Alternative Grading to Support Authentic Learning Gina Nicole Sese Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Science and Mathematics Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by Gina Sese has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Gladys Arome, Committee Chairperson, Education Faculty Dr. Cheri Toledo, Committee Member, Education Faculty Dr. Alice Eichholz, University Reviewer, Education Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract Teacher Perceptions of Alternative Grading to Support Authentic Learning by Gina Sese MPhil, Walden University, 2020 MA, Concordia University, 2016 BS, Nova Southeastern University, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2020 Abstract Alternative grading practices are often used in authentic learning environments where the focus is on connecting instruction to real-world issues, problems, and applications. Scholarly literature lacks research studies related to teacher perceptions of alternative grading to support authentic learning. The purpose of this basic qualitative study was to explore the perceptions of high school science teachers regarding their use of alternative grading to support authentic learning, student self-reflection, and student articulation of their learning. The conceptual framework for this study was based on Herrington and Oliver’s instructional design framework for authentic learning environments. The focus of the research questions was on how high school science teachers perceive their implementation of alternative grading as a support for authentic learning, student reflection, and student articulation of their learning. Data were collected from 11 high school science teachers using qualitative interviews. Participants were selected through the purposeful sampling method. The data collected were then coded by hand and using qualitative data analysis software to discover emergent themes. Findings indicated that educators perceived their use of alternative grading, student self-reflection, and articulation opportunities to be essential for supporting student learning in an authentic learning environment. This study may contribute to best practices in education by providing school district administrators with information they can use to develop professional development for new teachers that is focused on alternative assessment strategies. With this knowledge, educators may be more empowered to provide education that prepares students for real-world challenges. Teacher Perceptions of Alternative Grading to Support Authentic Learning by Gina Sese MPhil, Walden University, 2020 MA, Concordia University, 2016 BS, Nova Southeastern University, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2020 Dedication This study is dedicated to my husband, Alex, and to my two children, Lily and Sofia. I am so lucky you are mine. Thank you for understanding the struggles associated with obtaining this degree and thank you for all the sacrifices you made. Thank you for supporting me and laughing while you went through fun times without me (your giggles always brightened my day). Thank you for the times where you listened to me sing while writing in the office and thank you for dealing with my endless worries and insecurities while I stressed my way through the writing of this dissertation. Alex, you are my best friend and confidant, you are my everything. You push me to be the best version of myself, and you brag about me to everyone who will listen. I love you; thank you for being my rock throughout this journey. Sofia, Lily, you are my everything. Everything good I have is given to you so that you make this world better without effort. I love you both so much, my angels, my daughters, my everything. To my mother and father, Christina and Joseph Mirto, thank you for believing in me, for listening to me cry, and encouraging me when this journey was tough. Thank you for teaching me how to be a good student, daughter, mother, and wife. Because of the two of you, I am the person I am today. You deserve recognition for that. Without all of you, I could never have done it. You all are my shining lights, you are my future, and you are my life. I hope I made you proud. I love you. Acknowledgements First, I would like to thank my dissertation committee: Dr. Gladys Arome, my dissertation chair and methodologist; Dr. Cheri Toledo, my second member content expert for the study; and Dr. Alice Eichholz, my URR. John Maxwell said “One of the greatest values of mentors is the ability to see ahead what others cannot see and to help them navigate a course to their destination.” That is what you did for me. Thank you for helping me through this process. All of you were so kind, understanding, and firm. You made sure I would finish and see this through to the end. Your guidance and patience were unwavering, and I appreciate all that you did to help me succeed. Second, I thank my partner in crime, Whitley Webb. Without your support as my dissertation partner, I would not have done it. You kept me pushing through when I was at my worst, and you were my sounding board when I needed to rework ideas. Thank you for sharing in my frustrations and successes. We started and finished together; we did it! Table of Contents List of Tables .......................................................................................................................v Chapter 1: Introduction to the Study ....................................................................................1 Background of the Study ...............................................................................................5 Problem Statement .........................................................................................................8 Purpose of the Study ....................................................................................................10 Research Questions ......................................................................................................10 Conceptual Framework ................................................................................................11 Nature of the Study ......................................................................................................12 Definitions....................................................................................................................13 Assumptions .................................................................................................................13 Scope and Delimitations ..............................................................................................14 Limitations ...................................................................................................................15 Significance..................................................................................................................16 Summary ......................................................................................................................17 Chapter 2: Literature Review .............................................................................................19 Literature Search Strategy............................................................................................22 Conceptual Framework ................................................................................................23 Literature Review Related to Key Concepts ................................................................28 A History of Grading Practices ............................................................................. 28 Alternative Grading .............................................................................................. 30 Authentic Learning ............................................................................................... 38 i Self-Reflection ...................................................................................................... 43 Articulation of Learning ....................................................................................... 51 Summary and Conclusions ..........................................................................................57 Chapter 3: Research Method ..............................................................................................60 Research Design and Rationale ...................................................................................60 Research Design and Tradition ............................................................................. 61 Consideration for Other Designs .........................................................................
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