East Tennessee State University
Policy and Practice Concerning Essay-Grading Criteria in Developmental English and College-Level English Programs in Tennessee Community Colleges.
Abstract
dc:description.abstract<p>The criteria used to grade college essays have been the subject of research for over three decades. Using quantatative data, this study investigated the differences in essay-grading criteria and essay-grading policy among full-time faculty members who teach English composition in Tennessee's community colleges.</p> <p>This study revealed beliefs about the importance of essay-grading criteria and beliefs about written and unwritten essay-grading policies among those who teach developmental English, college-level English, and those who teach both levels of English. This study hypothesized that there were no differences among the English composition teacher's beliefs about the importance of the twenty essay-grading criteria nor in their beliefs regarding written and unwritten grading policies.</p> <p>Chi-square analysis of the non-parametric data collected during this study indicated statistically significant differences among the English teachers regarding only one of the essay-grading criteria and no statistically significant differences regarding the essay-grading policies.</p>
Degree
thesis:*- Name thesis:degree_name
- EdD (Doctor of Education)
- Level thesis:degree_level
- Dissertation - unrestricted
- Discipline thesis:degree_discipline
- Educational Leadership
- Year dc:date.issued
- 2000
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Wolford, Walter Paul
Subjects
dc:subject × 6Rights
dc:rights- Statement dc:rights
-
- Copyright by the authors.
Identifiers
dc:identifier.*- Repository record dc:identifier
- https://dc.etsu.edu/etd/4
- OAI identifier oai:identifier
- oai:dc.etsu.edu:etd-1036