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Articles 1 - 8 of 8
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.
Chart A Clear Course: Evaluation Is Key To Building Better, More Relevant Learning, Chase Nordengren, Thomas R. Guskey
Chart A Clear Course: Evaluation Is Key To Building Better, More Relevant Learning, Chase Nordengren, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
When we engage in professional learning, we do it for one big reason: to get better at supporting students. Rigorous and thoughtful program evaluations can provide the critical connection between well-designed programs or initiatives and continuous improvement that builds essential knowledge and skills for educators. Evaluation helps us examine what has been accomplished in a professional learning initiative and identify course corrections that can help the initiative improve.
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 …
The Dark Side Of Assessment Literacy: Avoiding The Perils Of Accountability, Thomas R. Guskey
The Dark Side Of Assessment Literacy: Avoiding The Perils Of Accountability, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Educational measurement and evaluation experts generally agree that increasing stakeholders’ assessment literacy will yield a variety of positive benefits, especially broadening the range of assessment formats teachers use to measure students’ mastery of high level, more cognitively complex learning outcomes. But in the context of education accountability as currently structured in American schools, such efforts also may lead teachers to become more sophisticated in test preparation activities and to narrow both their instruction and classroom assessment practices specifically to enhance students’ performance on prescribed, annual high-stakes accountability assessments. This article explains why that is so, describes the process by which …
Flip The Script On Change: Experience Shapes Teachers' Attitudes And Beliefs, Thomas R. Guskey
Flip The Script On Change: Experience Shapes Teachers' Attitudes And Beliefs, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Teaching is a demanding profession. Teachers dedicate themselves to having all their students learn well and take pride in seeing their students' learning success. But what happens when students don't succeed? How do teachers explain students not learning well or not reaching expected levels of achievement?
"No One Can Make That Choice For You": Exploring Power In The Sexual Narratives Of Black Collegians, Candice Hargons, Della V. Mosley, Carolyn Meiller, Jardin Dogan, Jennifer Stuck, Chesmore Montique, Natalie Malone, Joseph Oluokun, Carrie Bohmer, Queen-Ayanna Sullivan, Anyoliny Sanchez, Danelle Stevens-Watkins
"No One Can Make That Choice For You": Exploring Power In The Sexual Narratives Of Black Collegians, Candice Hargons, Della V. Mosley, Carolyn Meiller, Jardin Dogan, Jennifer Stuck, Chesmore Montique, Natalie Malone, Joseph Oluokun, Carrie Bohmer, Queen-Ayanna Sullivan, Anyoliny Sanchez, Danelle Stevens-Watkins
Educational, School, and Counseling Psychology Faculty Publications
Power is enacted to oppress others, pursue wellness, or resist oppression. For Black people, societal and relational oppression influences racialized and gendered expressions of power within sexual encounters. The current study analyzed power dynamics within Black university students' first and most recent sexual encounters. Using narrative inquiry within a critical paradigm, five narrative strategies were identified within participants' interviews: 1) Offering a Peek into Powerlessness, 2) Detailing Disempowerment, 3) Privileging Stereotypical Power, 4) Reclaiming Power, and 5) Emphasizing Empowered Sex. Racialized, gendered sexual socialization among Black students is discussed. Counseling considerations to increase sexual wellness for Black people are explored.