Program
Special Education M.A.
Number of Pages
61
Year Approved
2023
First Advisor
Strand, Charles
Second Reader
Jan Mrozinski
Abstract
This study reviews the literature pertaining to grading practices and how grades can affect students with intellectual disabilities who are mainstreamed. It includes research into teacher grading practices, messages that grades reflect and communicate, and the processes involved in changing grading practices to better reflect student’s comprehension of the course content at their level of ability. Many studies have indicated that despite traditional-based grading subjectivity, it is still widely used and not an effective measure of a student’s understanding of the grade-level standards. This thesis explores effective ways to assess students' understanding of subject content and standards and how utilizing these would, in turn, also enable teachers to effectively assess students with intellectual disabilities in the mainstream classroom. The literature review includes research to improve collaboration between teachers, administrators, and districts moving forward in ensuring that the growing number of students with intellectual disabilities in the classroom can be assigned with meaningful grades that reflect their understanding of the grade and content standards.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Wick, J. M. (2023). Effective Grading Practices Benefit Mainstreamed Students with Intellectual Disabilities [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1028