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Using Standards-Based Grading Practices To Support Student Self-Assessment, Alison Espinosa
Using Standards-Based Grading Practices To Support Student Self-Assessment, Alison Espinosa
Theses and Dissertations
The purpose of this action research study was to determine the impact that four standards-based (SBG) grading practices have on students' ability to critically and accurately self-assess their understanding of secondary mathematics learning objectives, as well as the overall impact on student learning. This research took place over twelve instructional weeks in a ninth-grade mathematics class. During the first four weeks, the baseline cycle, students completed weekly formative assessment items and an accompanying assessment reflection; traditional assessment practices were enforced during the baseline cycle. During the final eight weeks, the treatment cycle, students continued to complete weekly formative assessment items …
Challenging Standard Grading Practices: A Qualitative Action Research Study, Brian Andrew Timmons
Challenging Standard Grading Practices: A Qualitative Action Research Study, Brian Andrew Timmons
Theses and Dissertations
The present qualitative Action Research study was conducted to determine students’ perceptions of current teacher grading practices and how a standards-based grading (SBG) report card affected secondary students’ perceptions and understanding of grade fairness and accuracy compared to a standard report card, which reports a single grade that often combines academic achievement with behaviors, attendance, homework completion, deadlines and the like. At the end of the first four-and-a-half week grading period of the fall 2016 semester, a group of tenth-grade English II Honors students were presented with two different report cards, one that utilized a single numerical average and one …