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ERIC Number: ED569756
Record Type: Non-Journal
Publication Date: 2014
Pages: 89
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-6088-8
ISSN: N/A
Perceived Effects of Standards-Based Grading on Student Assessments
Hoernke, Mark A.
ProQuest LLC, Ed.D. Dissertation, Edgewood College
This study explored how the implementation of a district-wide standards-based grading system affected the ways in which high school teachers assessed students' academic achievement. The researcher used a bounded case study to observe and interview three participating secondary teachers in a rural Wisconsin high school that used standards-based grading and reporting. The researcher concluded that participants and students teamed together and employed authentic assessments to provide quality evidence toward clear and concise rubrics. The researcher also found that participating teachers used clear, frequent, and timely communications to move students closer to achieving academic standards. The findings of the study support theories of Guskey, O'Connor, Wormeli, and Marzano. The study adds to research on standards-based grading. The researcher recommends that teachers and school administrators develop reporting standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin