Abstract
Purpose. The purpose of this phenomenological study was to examine the experiences of middle school teachers that shaped their beliefs as they relate to grading practices. The study offers insight for school leaders when addressing grading practices with teachers and may inform decisions regarding professional development for teachers Conceptual Framework. The conceptual framework for this study was based on the concept that grading is an aspect of classroom instruction, an established research area connected to teachers' beliefs, and a working definition of beliefs as they relate to influencing actions. Methodology. Semistructured interviews were conducted with middle school teachers with various years of experience and backgrounds. Participants taught 1 of the 4 major subject areas, possessed a teaching credential, held a position for the 2016-2017 school year, and all taught in 1 local district in Southern California. Findings and Conclusions. Major findings of the study include the following: teachers were successful students themselves, teacher credential programs do not have a significant impact on practices, teachers receive little training on grading, veteran teachers' practices influence newer teachers, teachers put a heavy emphasis on student effort when grading, and teachers are unsure of the purpose of grading. Finally, this study concluded that teachers' experiences play a significant role in the development of beliefs regarding teaching and learning. A discrepancy was found in teachers' stated beliefs and their grading practices in their classrooms. However, those grading practices were influenced by teachers' experiences prior to entering the classroom. Recommendations. School leaders should consider the experiences of teachers prior to entering the profession and provide opportunities for teachers to reflect on their beliefs about grading when moving toward reform. The mentorship of new teachers should be a focus for site-level administrators as grading practices are developed early on and often remain unchanged for the remainder of the teacher's career. College-level administrators need to collaborate with school district leaders to develop programs to more adequately address grading in credential programs.