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dc.contributor.committeeChairFehr, Dennis
dc.contributor.committeeMemberAkins-Tillett, Future
dc.contributor.committeeMemberMaushak, Nancy
dc.rights.availabilityUnrestricted.
dc.creatorGerhards, Gonzales Tyra
dc.date.accessioned2016-11-14T23:09:48Z
dc.date.available2011-02-18T19:01:17Z
dc.date.available2016-11-14T23:09:48Z
dc.date.issued2005-08
dc.identifier.urihttp://hdl.handle.net/2346/9084en_US
dc.description.abstractGrade percentage policies should fairly represent student grades. In comparing several different percentage approaches to a middle school art class, which one would best represent student efforts without negatively impacting failure rate? Forty-four middle school art teachers from around the state of Texas participated in a blind survey giving input on the percentage policies they use. Teachers commented on development, input and satisfaction with the grading policy. After comparing several policies using one art class’s grades, results showed that the preferred policy developed by the teacher was the most appropriate. The other policies could be used, but with some or a lot of changes to the teacher’s style of teaching.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.subjectEqducationen_US
dc.subjectGrade policyen_US
dc.subjectArt educationen_US
dc.titleA comparison of grade percentage policies in the middle school art room
dc.typeThesis


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