Ryan, CindyHyman, RandyJohnson, Cynthia J2011-05-262017-04-142011-05-262017-04-1420102010https://hdl.handle.net/11299/187459Presented in Partial Fulfillment of the Requirements for The Master of Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2010Committee names: Cindy Ryan (Chair), Randy Hyman. This item has been modified from the original to redact the signatures present.Despite the many educational studies on grading and reporting practices, little is known about the grading practices of elementary physical education teachers. In order to determine the grading practices of elementary physical education teachers and what factors inhibit those grading practices, data from eight teachers, in a Midwest state, was collected through interviews. This study revealed elementary physical education teachers should improve their methods of communicating grading practices and reporting practices and student learning, to both students and parents, and grading and reporting practices should be aligned to the standards. The study concluded with a discussion on educational implications and recommendations for further research.enElementary schoolsPhysical educationGradingMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Grading and marking (Students)Physical education (Elementary)Scholarly Text or Essay