Abstract

The purpose of this study was twofold: to determine the attitudes of students toward different parts and methods of grading in LDS Seminary, and to determine if significant differences exist in attitudes of students toward their class and teacher when using different methods of grading including a suggested method.

The study reported the areas most preferred by students about grading and the areas least preferred. It reported the evaluation of the suggested method of grading including those areas of most value to the students and those of least value.

The suggested method of grading helped to raise the subjects' grades by getting them to do more work better but when analyzed statistically there seemed to be no significant difference in the students' attitudes. The suggested method did prove to be satisfactory and was rated highly by the students. It featured an improved grade score, multiple listing of grades on the report card, and communication of the approximate grade thoughout the term.

Related literature revealed that grades and methods were variable, unreliable, and inconsistent. It was concluded that other factors were more important than grading methods to alter attitudes of students.

Degree

MRE

College and Department

Religious Education; Church History and Doctrine

Rights

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