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Author: Makenzie Ryan Milner Gurss Publisher: 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.
Author: Makenzie Ryan Milner Gurss Publisher: 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.
Author: Christopher T. Bowman Publisher: 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.
Author: DiAnna L. Thompson Publisher: ISBN: Category : Educational evaluation Languages : en Pages : 0
Book Description
The problem this research study investigated was the readiness of the selected district’s administrators, instructional coaches, and teachers in implementing a standards-based grading (SBG) initiative. The purpose of this mixed methods study was to determine the district’s elementary administration, instructional coaches, and teachers’ perceptions and knowledge of standards-based grading were in preparation for the change initiative from traditional grading to SBG. Using the Teachers Perceptions of Grading Practices Scale and the Teacher Perception of Standards-Based Grading, data were collected from 8 administrators, 4 instructional coaches, and 25 teachers representing an urban public charter school in Midwest Missouri. The questionnaire consisted of a 5-point Likert scale and open-ended questions.
Author: Matthew Shappell Publisher: ISBN: Category : Educational change Languages : en Pages : 242
Book Description
Traditional K-12 grading systems are criticized as misrepresenting learning and de-motivating students (Guskey, 2009, 2011; Marzano, 2000, 2010; O’Connor, 2002, 2007; Reeves, 2004, 2011), yet grading reform is often met with resistance from parents and public. The shift from a traditional grading system (focused on points) to a standards-based grading system (focused on criteria aligned to important skills), is fraught with challenges for school leaders. The purpose of this case study was to examine how one school district transitioned from a traditional to a standards-based grading system through the lens of a framework for effective change (Fullan, 2008) and effective leadership practices (Leithwood et al., 2004). Two sub-questions were addressed: (1) what are teachers’ perceptions of how individual practice changed through the transition from traditional to standards-based grading? And (2) how might a conceptual framework that accounts for (a) factors of organization change, and (b) best practices for implementation of change in schools, inform leaders as they support teachers’ transition from traditional to standards-based grading? The site of the study was a rural school district than engaged in a five-year strategic shift from traditional to standards-based grading practices. Five years of district related documents were analyzed and interviews were conducted with secondary teachers who transitioned from traditional to standards-based grading. The interview findings indicated that teachers’ instructional practices changed by removing nonacademic factors from grades, incorporating scaffolding techniques, and analyzing student achievement data to inform instruction. The document analysis drew three broad conclusions: (1) the district clearly communicated goals to teachers; (2) the district supported the transition by hiring instructional coaches and providing resources; and (3) the district created a job-embedded professional development system utilizing release time allowing teachers to revise their practice. These results of this case study offer guidance for school leaders wishing to undertake the transition from traditional to standards-based grading. This guidance includes: specific professional development strategies for teacher; providing continuous support for teachers through the transition; and educating principals and the school board about the best ways to support teachers.
Author: Susan L. DeNadai Publisher: 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.
Author: Zachary M. Fletcher Publisher: ISBN: Category : Education, Secondary Languages : en Pages : 90
Book Description
This qualitative study was engineered to examine high school teachers' perceptions regarding traditional grading, standards-based reporting, and the implementation of standards-based reporting. Data were gathered from teachers at three Midwestern United States' high schools. Data were obtained through two sets of 14 Likert scale questions, distributed through Google Forms, an electronic survey tool. One set of questions specifically addressed teachers' perceptions regarding traditional grading. The second set of questions specifically addressed teachers' perceptions regarding standards-based reporting. In addition, data were collected from open-ended response questions. Finally, phone interviews were conducted with volunteer participants. Several differences between traditional grading and standards based reporting emerged from this study. These differences included (a) the ways in which grades were calculated, (b) the types of information included in grades, (c) the purpose of the grades and impact on instruction, and (d) the perceived validity of the grades. In addition, common suggestions regarding the implementation process surfaced from open-ended responses and phone interviews.
Author: Tim R. Westerberg Publisher: ASCD ISBN: 1416622667 Category : Education Languages : en Pages : 173
Book Description
What's the best way to ensure that grading policies are fair, accurate, and consistent across classrooms? How can schools transition to a grading system that better reflects what students are actually learning? Tim R. Westerberg makes this journey easier by offering a continuum of options, with four "destinations" on the road to improved grading and assessment. Destination 1 critically examines such popular grading mechanisms as the zero, extra credit, the "semester killer" project, averaging, mixing academic performance with work ethic, and refusing to accept late work, and explains how they undermine objectivity and instead result in widely divergent grades for comparable work--with major consequences for students. Destination 2 invites educators to put assessment and grading into the larger context of a districtwide guaranteed and viable curriculum and lays out the organizational conditions and necessary steps to accomplish this goal. Destination 3 brings parents and others on board with a multiyear implementation plan and community engagement strategies for introducing report cards that indicate student achievement by standards rather than--or in addition to--letter grades. Destination 4, competency-based education, involves a total rethinking of the nature and structure of school, leading to individualized education for all students. However far they choose to go, administrators and teacher leaders can turn to Charting a Course to Standards-Based Grading for the quick wins and long-term support and guidance they need to make the trip well worth the effort.
Author: Tammy Heflebower Publisher: 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.
Author: Makenzie Ryan Milner Gurss
Author: Makenzie Ryan Milner Gurss
Author: Christopher T. Bowman
Author: DiAnna L. Thompson
Author: Matthew Shappell
Author: Tim Westerberg
Author: Susan L. DeNadai
Author: Cindy Stephens
Author: Zachary M. Fletcher
Author: Tim R. Westerberg
Author: Tammy Heflebower