Student Self-Efficacy as Related to Portfolio Grading

dc.contributor.advisorLischka, Alyson
dc.contributor.authorJohnson, Tara
dc.contributor.committeememberHart, James
dc.contributor.committeememberKimmins, Dovie
dc.contributor.committeememberHuang, Rongjin
dc.date.accessioned2022-12-16T23:06:08Z
dc.date.available2022-12-16T23:06:08Z
dc.date.issued2022
dc.date.updated2022-12-16T23:06:09Z
dc.description.abstractGrades are used to inform parents, students, and educational institutions of student mastery of content. Colleges rely on research that indicates that high school grades are predictors of how students will perform in college (Atkinson & Geiser, 2009; Geiser & Santelices, 2007). Grading is also tied to development of positive mathematics self-efficacy. Therefore, it is important that teachers are grading in ways that show students’ knowledge and ability while supporting self-efficacy development. Portfolio grading, an alternative grading structure, has potential to provide accurate reporting and impact self-efficacy. The research question for this study is: How does the use of portfolio grading in high school mathematics classrooms effect student mathematics self-efficacy, if at all? The methodology for this study employed an action research approach involving pre- and post-surveys and interviews. Both the pre- and post-survey results and the interview findings indicate portfolio grading effects characteristics that influence self-efficacy.
dc.description.degreeM.S.
dc.identifier.urihttps://jewlscholar.mtsu.edu/handle/mtsu/6777
dc.language.rfc3066en
dc.publisherMiddle Tennessee State University
dc.source.urihttp://dissertations.umi.com/mtsu:11636
dc.subjectGrading
dc.subjectPortfolio Grading
dc.subjectSelf-Efficacy
dc.subjectMathematics education
dc.thesis.degreelevelmasters
dc.titleStudent Self-Efficacy as Related to Portfolio Grading

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