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Educational Assessment, Evaluation, and Research
Educational, School, and Counseling Psychology Faculty Publications
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Full-Text Articles in Education
The Impact Of Standards-Based Learning: Tracking High School Students’ Transition To The University, Thomas R. Guskey, Matt Townsley, Thomas M. Buckmiller
The Impact Of Standards-Based Learning: Tracking High School Students’ Transition To The University, Thomas R. Guskey, Matt Townsley, Thomas M. Buckmiller
Educational, School, and Counseling Psychology Faculty Publications
This study sought to determine if the implementation of standards-based learning in high schools affects students’ transition to learning in university courses. Surveys and interviews with 13 students who had graduated from high schools implementing standards-based learning and who had completed their first academic semester at a midsize, private, Midwest university revealed no detrimental effects. The most frequently mentioned transition difficulties related to social issues and time management. Implications for implementing high school grading reforms are discussed.
Eight Essential Principles For Improving Grading, Susan Brookhart, Thomas R. Guskey, Jay Mctighe, Dylan Wiliam
Eight Essential Principles For Improving Grading, Susan Brookhart, Thomas R. Guskey, Jay Mctighe, Dylan Wiliam
Educational, School, and Counseling Psychology Faculty Publications
Done well, grading can play a key role in a balanced district assessment system.
Breaking Up The Grade, Thomas R. Guskey
Breaking Up The Grade, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
To make grading more meaningful, course grades should reflect a range of distinct criteria that make up student learning.
What Do Grades Mean? Variation In Grading Criteria In American College And University Courses, Anastasiya A. Lipnevich, Thomas R. Guskey, Dana M. Murano, Jeffrey K. Smith
What Do Grades Mean? Variation In Grading Criteria In American College And University Courses, Anastasiya A. Lipnevich, Thomas R. Guskey, Dana M. Murano, Jeffrey K. Smith
Educational, School, and Counseling Psychology Faculty Publications
This study examined differences in the criteria used by college and university instructors in the United States to assign course grades. Two hundred and fifty course syllabi (159 from universities and 91 from four-year colleges) developed by randomly selected instructors from five academic disciplines (education, maths, science, psychology, and English) were examined to determine the extent to which instructors employed different criteria in assigning course grades in introductory-level courses. Sources of variation in grade assignment included the use of product versus process criteria, the prevalence of using performance exams, and the framing criteria for grades. Differences between institution types and …