Author: Terry W. WintonPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Student and Teacher Perceptions of Standards-based Grading and Student Performance
Author: Terry W. WintonTeacher Perceptions of an Urban School's Transition to Standards-based Grading
Author: Makenzie Ryan Milner GurssPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Standards-Based Grading is being implemented in every corner of education. Schools that take on this type of implementation progress through an extensive change in mindset. With any extensive change, it is preferable that the outcomes match the effort put in. This qualitative research examined the perceptions of four elementary classroom teachers who have implemented Standards-Based Grading and the effect it has on academic performance with the use of metacognition and goal setting strategies. Participants were two third grade teachers and two fifth grade teachers who participated in every aspect of the implementation of Standards-Based Grading. Data was collected through three interviews per participant using the Zoom Video Conferencing platform and analyzed utilizing NVivo Qualitative Data Analysis software (2020). Results indicated that the implementation of Standards-Based Grading increased clarity of the standards and grades themselves, the presence of critical thinking, and improved student autonomy.
The Effects of Standards-based Grading on Student Achievement, Grade Alignment, and Teacher Perceptions
Author: Kristina Miller ButtreyPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 97
Book Description
Teacher Perceptions
Author: Susan L. DeNadaiPublisher:
ISBN:
Category : Education
Languages : en
Pages : 115
Book Description
The purpose of this study was to examine teacher perceptions of the organizational change from a traditional grading and reporting system to a standards-based grading and reporting system. The study looked at the perceptions of (a) teachers at the elementary level who had been using a standards-based grading and reporting system for three years, (b) middle school teachers in fifth and sixth grade and related arts who had been using a standards-based grading and reporting system for one year, and (c) middle school teachers in seventh and eighth grade who could possibly be implementing a standards-based grading and reporting system in the future. Three research questions guided this qualitative study, and data were collected using three different instruments. Elementary teachers who participated completed a 14-question Likert-scale survey on their perceptions of standards-based grading and reporting after implementation. Middle school teachers of fifth and sixth grade, and related arts teachers that participated, completed a 16-item open-ended questionnaire that compared their responses to Fullan's (1993) Eight Lessons of Change. Additionally, middle school teachers of seventh and eighth grade who consented to participate in this study answered interview questions that focused on the possibility of implementation of standards-based grading and reporting in the coming school year. The results of this study suggested that participants agreed that a traditional grading system does not effectively communicate a student's level of achievement, and that a standards-based grading and reporting system could communicate more effectively individual student achievement. However, the participants agreed that the change to a standards-based grading and reporting system could be difficult and that the lack of an adequate computerized reporting system, a consistent rating scale, and time to design rubrics and common assessments could make it even harder.
Administrator and Teacher Perceptions of the Transition to Standards-based Grading at the Secondary Level
Author: Christopher T. BowmanPublisher:
ISBN:
Category : Education
Languages : en
Pages : 158
Book Description
This study examined perceptions of administrators and teachers at the secondary level regarding the transition to a standards-based grading and reporting system. The study focused on perceptions of central office administrators (1), building administrators (5), and teachers (65 from grades 6-12) who had been using a standards-based grading and reporting system for several years or were in the first year of implementation. Four research questions guided this qualitative study, and data were collected using three instruments: a survey, an open-ended questionnaire, and individual interviews. Results revealed the ability of standards-based grading to clearly identify students' strengths and weaknesses, allowing for adaptations to curriculum, instruction, and assessments according to student needs. Additionally, teachers changed some instructional practices to enhance student achievement and varied reporting methods to communicate student mastery within a standards-based system. Furthermore, time was essential for professional development, education of stakeholders, technology training, and for conversations about differences in philosophies pertaining to standards-based grading. Finally, participants agreed that the current traditional grading system did not adequately communicate student mastery; however, concerns were raised about the lack of support and congruence of the computerized grading program, lack of parental knowledge about standards-based grading, and lack of time to properly implement a standards-based system.
Fair Isn't Always Equal
Author: Rick WormeliPublisher: Stenhouse Publishers
ISBN: 1571104240
Category : Education
Languages : en
Pages : 233
Book Description
Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning? Fair Isn't Always Equal answers that question and much more. Rick Wormeli offers the latest research and common sense thinking that teachers and administrators seek when it comes to assessment and grading in differentiated classes. Filled with real examples and "gray" areas that middle and high school educators will easily recognize, Rick tackles important and sometimes controversial assessment and grading issues constructively. The book covers high-level concepts, ranging from "rationale for differentiating assessment and grading" to "understanding mastery" as well as the nitty-gritty details of grading and assessment, such as: whether to incorporate effort, attendance, and behavior into academic grades;whether to grade homework;setting up grade books and report cards to reflect differentiated practices;principles of successful assessment;how to create useful and fair test questions, including how to grade such prompts efficiently;whether to allow students to re-do assessments for full credit. This thorough and practical guide also includes a special section for teacher leaders that explores ways to support colleagues as they move toward successful assessment and grading practices for differentiated classrooms.
Developing Standards-Based Report Cards
Author: Thomas R. GuskeyPublisher: Corwin Press
ISBN: 1452272263
Category : Education
Languages : en
Pages : 249
Book Description
"Guskey and Bailey offer realistic solutions to improving how educators communicate a student′s academic progress to all stakeholders. Their work provides a faculty with the research, step-by-step guidelines, and reporting templates to begin the dialogue to develop a standards-based report card. Without a doubt, this work is a model for schools that want to improve their system of grading and reporting. It certainly has transformed ours!" —Jeffrey Erickson, Assistant Principal Minnetonka High School, MN Develop standards-based report cards that are meaningful to students, parents, and educators! Although schools have moved toward standards-based curriculum and instruction, grading practices and reporting systems have remained largely unchanged. Helping school leaders gain support for transitioning from traditional to standards-based report cards, this book guides educators in aligning assessment and reporting practices with standards-based education and providing more detailed reports of children′s learning and achievement. A standards-based report card breaks down each subject area into specific elements of learning to offer parents and educators a more thorough description of each child′s progress toward proficiency. This accessible volume: Provides a clear framework for developing standards-based report cards Shows how to communicate with parents, students, and other stakeholders about changes Illustrates how to achieve grading consistency without increasing teachers′ workloads or violating their professional autonomy Filled with examples of standards-based report cards that can be adapted to a school′s needs, this practical resource shows district and school administrators how to establish reporting practices that facilitate learning.
A School Leader's Guide to Standards-Based Grading
Author: Tammy HeflebowerPublisher: Solution Tree Press
ISBN: 0985890290
Category : Education
Languages : en
Pages : 167
Book Description
Accurately report students’ academic strengths and weaknesses with standards-based grading. Rather than using traditional systems that incorporate nonacademic factors such as attendance and behavior, learn to assess and report student performance based on prioritized standards. You will discover reliable, practical methods for analyzing what students have learned and gain effective strategies for offering students feedback on their progress.
Rethinking Grading
Author: Cathy VatterottPublisher: ASCD
ISBN: 1416620524
Category : Education
Languages : en
Pages : 143
Book Description
Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K–12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning—and significantly improve both teaching and learning. Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that "grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements." Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs.
Charting a Course to Standards-based Grading
Author: Tim WesterbergPublisher: ASCD
ISBN: 1416622659
Category : Education
Languages : en
Pages : 173
Book Description
Tim R. Westerberg guides educators to four key destinations on the road to improved grading and assessment.