ERIC Number: EJ1041765
Record Type: Journal
Publication Date: 2014-May-21
Abstractor: As Provided
Reference Count: 16
The Benefits of Standards-Based Grading: A Critical Evaluation of Modern Grading Practices
Iamarino, Danielle L.
Current Issues in Education, v17 n2 2014
This paper explores the methodology and application of an assessment philosophy known as standards-based grading, via a critical comparison of standards-based grading to other assessment philosophies commonly employed at the elementary, secondary, and post-secondary levels of education. Evidenced by examples of increased student engagement and more thorough comprehension of course materials, standards-based grading is illustrated as an effective replacement for conventional points-based grading. The analysis also identifies and responds to common issues and concerns inherent in the application of standards-based grading, and includes a review of relevant literature and research in support of standards-based grading as a progressive and successful alternative to more conventional assessment philosophies.
Descriptors: Grading, Evaluation Methods, Evaluation Criteria, Evaluation Research, Educational Philosophy, Educational Practices, Academic Standards, Behavioral Objectives, Teacher Student Relationship, Communication Strategies, Classroom Environment, Classroom Techniques, Error Patterns, Grade Inflation, Teacher Effectiveness, Evaluation Problems, Feedback (Response), Formative Evaluation
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: email@example.com; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A