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Full-Text Articles in Education
Standards-Based Grading At The Secondary Level: A Phenomenological Study Of District Level Administrators And Their Perceptions Of Transitioning From A Traditional Grading System, Timothy D. Mccarthy
Standards-Based Grading At The Secondary Level: A Phenomenological Study Of District Level Administrators And Their Perceptions Of Transitioning From A Traditional Grading System, Timothy D. Mccarthy
Theses and Dissertations
Traditional grading practices have been in place for well over a hundred years and grades received served to identify in which subjects a student is “smart” or in which ones they are not (Dewitt, 2017). The problem with traditional grading is that it does not provide qualitative information on the difference between an A, B, C, D, or F (Scriffiny, 2008). Standards-based grading allows the communication of where a student is in relation to well-defined standards. The problem is that many schools do not implement a standards-based grading and reporting system at the secondary level. This is in light of …
Teacher Perceptions Of Grades And Grading In A Pandemic, Michael V. Anderson
Teacher Perceptions Of Grades And Grading In A Pandemic, Michael V. Anderson
Theses and Dissertations
A grade serves as the primary means of reporting feedback to teachers, students, and parents about the student's level of learning (Heflebower et al., 2014). Many schools have attempted to have teachers adopt standards-based grading, yet school leaders do not know teachers' perceptions about grades and grading. This quantitative study examines the perceptions of 1271 secondary teachers in one school district regarding grades and grading and how they may have changed as a result of the COVID-19 pandemic. Data collected from a survey reveals how changes in teacher perceptions about grades and grading may yield an opportunity for further standards-based …
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 …