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Articles 1 - 3 of 3
Full-Text Articles in Education
Leading Leaders In Rethinking Grading: A Case Study Of Implementation Of Standards-Based Grading In Educational Leadership, Erin E. Lehmann
Leading Leaders In Rethinking Grading: A Case Study Of Implementation Of Standards-Based Grading In Educational Leadership, Erin E. Lehmann
Journal of Research Initiatives
The purpose of this paper is to share the process of how one university instructor worked toward a shift to standards-based grading (SBG) in a graduate Educational Leadership program. Educational leadership programs use standards to guide coursework and instruction in an accountability era, but grading practices remain as subjective as they were 50 years ago. Educators of future leaders must address this need. In addition, instructors need to effectively communicate essential learning to students to understand their learning progression clearly; standards-based grading is designed to do this. The author shares best practices in grading as well as the challenges of …
Building And Maintaining Sanctuary Spaces Through Face To Face Writing Assessment, Jeffrey Austin, Ann Burke, Ellen Foley, Gretchen Rumohr
Building And Maintaining Sanctuary Spaces Through Face To Face Writing Assessment, Jeffrey Austin, Ann Burke, Ellen Foley, Gretchen Rumohr
Teaching/Writing: The Journal of Writing Teacher Education
Seasoned secondary and college instructors discuss successful face-to-face assessment, especially in virtual settings. F2F assessment frees educators to co-create equitable literacy learning experiences with students, encourages agency, demystifies the grading process, develops the classroom community, and brings meaningful inquiry about writers’ own skills and practices, ultimately disrupting inequities and inequalities of traditional grading and creating “sanctuary spaces” for all writers.
Regulatory Fit Explains Students’ Emotional Responses To Graded Speech Assignments, Chris R. Sawyer, Delwin E. Richey, Karley A. Goen
Regulatory Fit Explains Students’ Emotional Responses To Graded Speech Assignments, Chris R. Sawyer, Delwin E. Richey, Karley A. Goen
Basic Communication Course Annual
Students’ emotional responses often provide valuable indicators of whether they are languishing or flourishing in their first-year classes, including introductory communication courses. Grading often exerts a strong influence on students’ emotions. However, though students generally have positive moods after receiving high marks and negative ones when their grades are low, the intensity of these responses varies considerably. The current study examines whether Higgins’ (2012) regulatory fit theory accounts for students’ differing moods after receiving grades on introductory speech assignments. According to this perspective, prevention focus students use vigilance to avoid adverse outcomes. Thus, low evaluations provide a regulatory fit for …