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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 …
Walking The Talk: Embedding Standards-Based Grading In An Educational Leadership Course, Matt Townsley
Walking The Talk: Embedding Standards-Based Grading In An Educational Leadership Course, Matt Townsley
Journal of Research Initiatives
The purpose of this paper is to provide a model for educational leadership faculty who aspire to walk the talk of effective feedback by embedding standards-based grading (SBG) in their courses. Rather than focusing on learning, points are the currency of K-12 classrooms across the country. Over 100 years of grading research suggests typical grading practices are subjective at best. Some schools are responding by implementing SBG, yet few articles describe how higher education embeds this philosophy in educator preparation coursework. In this essay, the author documents how to design assessments, align rubrics, and provide feedback to aspiring school leaders …