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Author : Amy E. Williams
Publisher :
ISBN 13 :
Total Pages : 292 pages
Book Rating : 4.:/5 (94 download)
Download or read book Teacher and Administrator Perceptions of Standards-based Report Cards written by Amy E. Williams and published by . This book was released on 2014 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Thomas R. Guskey
Publisher : Corwin Press
ISBN 13 : 1412940869
Total Pages : 497 pages
Book Rating : 4.4/5 (129 download)
Download or read book Developing Standards-Based Report Cards written by Thomas R. Guskey and published by Corwin Press. This book was released on 2010 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing a clear framework, this volume helps school leaders align assessment and reporting practices with standards-based education and develop more detailed reports of children's learning and progress.
Author : Eileen Heather Reiter
Publisher :
ISBN 13 :
Total Pages : 94 pages
Book Rating : 4.:/5 (131 download)
Download or read book Administrators' and Teachers' Perceptions on the Development, Transition, and Implementation of the Standards-based Report Card written by Eileen Heather Reiter and published by . This book was released on 2019 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study was designed to examine the administrators' and teachers' perceptions of the implementation of the standards-based reporting system and the resulting impact on teachers' instructional practices. In addition, this study investigated the experiences of elementary school administrators and teachers from one public school district located in southeastern Pennsylvania as they transitioned from traditional grading practices to standards-based reporting. Since the district transitioned from a traditional grading system to a standards-based grading system at the elementary level, only teachers and administrators serving students in Kindergarten through grade five participated in the study. Two research questions guided this qualitative study. Twenty-four teachers and two administrators responded to a survey that contained four demographic questions, two four-point Likert scale questions, and four open-ended questions distributed through Google Forms, an electronic survey tool. In addition, five elementary teachers and two administrators participated in a researcher-created interview comprised of separate questions for administrators and teachers. Results indicated that there were differences between the traditional grading system and standards-based grading system. These differences included (a) the types of information included in grades, (b) the impact on student instruction, and (c) the validity of the grades. Based on the findings, implementing the standards-based grading system was necessary, despite the challenges in scoring, consistency, and communication. Furthermore, most of the teachers and administrators believed that the standards-based grading system was the logical and necessary next step in aligning state standards.
Author : Christopher T. Bowman
Publisher :
ISBN 13 :
Total Pages : 158 pages
Book Rating : 4.:/5 (131 download)
Download or read book Administrator and Teacher Perceptions of the Transition to Standards-based Grading at the Secondary Level written by Christopher T. Bowman and published by . This book was released on 2014 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 : Erik Christian Youngman
Publisher :
ISBN 13 : 9780355026641
Total Pages : 174 pages
Book Rating : 4.0/5 (266 download)
Download or read book An Examination of Parental Perceptions of Standards-based Report Cards written by Erik Christian Youngman and published by . This book was released on 2017 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Report cards and standards-based assessing, grading and reporting continue to be relevant topics of focus for educators. This qualitative study is based on a problem of practice in a school district in northern Illinois that recently implemented standards-based report cards (SBRCs). This study developed while I was a principal of an elementary school during initial implementation of SBRCs. This dissertation expanded from the initial focus on understanding parental perspectives of SBRCs to better understanding the communicative value of SBRCs and professional development that could help parents and teachers. The research question that informed this qualitative study is: How do parents perceive the strengths and weaknesses of SBRCs? The parents in this study provided insight about strengths and challenges of SBRCs and explained why different teacher communication during the SBRC process provided them with a more comprehensive understanding of their child's academic performance in school. Effective implementation of SBRCs should maximize comprehensive communication throughout the entire process to enhance parent understanding. Findings from this study can be used by school districts to focus their efforts, knowledge, and professional development on standards-based assessing, grading and reporting that will directly impact the teaching, learning, assessing and communicating in schools.
Author : Robert Brandon Garland
Publisher :
ISBN 13 :
Total Pages : 220 pages
Book Rating : 4.:/5 (126 download)
Download or read book Standards-Based Grading written by Robert Brandon Garland and published by . This book was released on 2021 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Andrew Marc Godfrey
Publisher :
ISBN 13 :
Total Pages : 112 pages
Book Rating : 4.:/5 (131 download)
Download or read book A Study of the Relationship Between Standards-based Grading and Instructional Practices written by Andrew Marc Godfrey and published by . This book was released on 2012 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study was designed to examine the relationship between standards-based grading and instructional practices. The research was conducted in one suburban school district in Central Pennsylvania. A survey and interview guide were designed to collect data from teachers and administrators as to their perceptions of the relationship between standards-based grading and improved instructional practices. The data collected were also compared to current and past research related to grading, assessment, and instructional practices. Thirty elementary teachers and elementary or district level administrators completed the online survey. Ten of the thirty teachers or administrators participated in personal interviews. Participant responses were analyzed in relation to (a) the change in instructional practices as a result of using a standards-based report card, (b) reporting and communicating achievement, and (c) the role of assessment within a standards-based grading system. The results of this study suggested a shift in instructional design for teachers as a result of reported progess through a standards-based report card. A high level of importance was given to the use of on-going formative assessment to measure growth towards individual standards. The findings indicated that changes in teachers' instructional practices were evident as a result of measuring achievement standards towards specific standards. This relationship was dependent on instructional data gathered from on-going formative assessments used to communicate achievement through a standards-based report card.
Author : Tammy Heflebower
Publisher : Solution Tree Press
ISBN 13 : 0985890290
Total Pages : 167 pages
Book Rating : 4.9/5 (858 download)
Download or read book A School Leader's Guide to Standards-Based Grading written by Tammy Heflebower and published by Solution Tree Press. This book was released on 2014-05-30 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 : Susan L. DeNadai
Publisher :
ISBN 13 :
Total Pages : 115 pages
Book Rating : 4.:/5 (131 download)
Download or read book Teacher Perceptions written by Susan L. DeNadai and published by . This book was released on 2011 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 : Lisa Nixon
Publisher :
ISBN 13 :
Total Pages : 246 pages
Book Rating : 4.:/5 (858 download)
Download or read book Implementation Issues of a Standards-Based Teacher Evaluation System written by Lisa Nixon and published by . This book was released on 2013 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed methods study was to determine the key implementation issues of a standards-based teacher evaluation system as perceived by campus administrators. The 80 campus administrators that participated in this study were from six public school districts located in southeastern Texas that serve students in grades Kindergarten through 12 th grade. This mixed methods study was conducted in two phases with the first phase consisting of an online survey instrument administered to campus administrators. The second phase of the study consisted of six individual, semi-structured interviews of participants with extreme scores from the survey. The data from the interviews were coded to determine overarching themes and subthemes. Collectively the quantitative data from the questionnaire and the qualitative data from the interviews revealed five major themes with regard to implementation issues of a standards-based teacher evaluation system as perceived by campus administrators. These themes included: time, ineffective teachers receiving high scores on the PDAS instrument, the format and design of the PDAS instrument, the misconception among teachers that 'Proficient' performance is bad, and no barriers to implementation. Quantitative analysis demonstrated that there was not a significant difference between the instructional level of the administrator and a campus administrator's perception of the PDAS teacher evaluation system. Quantitative analysis also found that the subject area background of the administrator did not influence a campus administrator's perception of the PDAS teacher evaluation system. Administrators in this study indicated the PDAS teacher evaluation system adequately accomplishes the purposes for which it was designed and that the teacher evaluation system has a moderate impact on teaching and classroom instruction at their school.
Author : Laura S. Hamilton
Publisher : Rand Corporation
ISBN 13 : 083304270X
Total Pages : 303 pages
Book Rating : 4.8/5 (33 download)
Download or read book Standards-Based Accountability Under No Child Left Behind written by Laura S. Hamilton and published by Rand Corporation. This book was released on 2007-05-24 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.
Author : Thomas R. Guskey
Publisher : ASCD
ISBN 13 : 1416627650
Total Pages : 241 pages
Book Rating : 4.4/5 (166 download)
Download or read book What We Know About Grading written by Thomas R. Guskey and published by ASCD. This book was released on 2019-02-04 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grading is one of the most hotly debated topics in education, and grading practices themselves are largely based on tradition, instinct, or personal history or philosophy. But to be effective, grading policies and practices must be based on trustworthy research evidence. Enter this book: a review of 100-plus years of grading research that presents the broadest and most comprehensive summary of research on grading and reporting available to date, with clear takeaways for learning and teaching. Edited by Thomas R. Guskey and Susan M. Brookhart, this indispensable guide features thoughtful, thorough dives into the research from a distinguished team of scholars, geared to a broad range of stakeholders, including teachers, school leaders, policymakers, and researchers. Each chapter addresses a different area of grading research and describes how the major findings in that area might be leveraged to improve grading policy and practice. Ultimately, Guskey and Brookhart identify four themes emerging from the research that can guide these efforts: - Start with clear learning goals, - Focus on the feedback function of grades, - Limit the number of grade categories, and - Provide multiple grades that reflect product, process, and progress criteria. By distilling the vast body of research evidence into meaningful, actionable findings and strategies, this book is the jump-start all stakeholders need to build a better understanding of what works—and where to go from here.
Author : Carol Ann Tomlinson
Publisher : ASCD
ISBN 13 : 141660376X
Total Pages : 209 pages
Book Rating : 4.4/5 (166 download)
Download or read book Integrating Differentiated Instruction and Understanding by Design written by Carol Ann Tomlinson and published by ASCD. This book was released on 2006-01-15 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers struggle every day to bring quality instruction to their students. Beset by lists of content standards and accompanying "high-stakes" accountability tests, many educators sense that both teaching and learning have been redirected in ways that are potentially impoverishing for those who teach and those who learn. Educators need a model that acknowledges the centrality of standards but also ensures that students truly understand content and can apply it in meaningful ways. For many educators, Understanding by Design addresses that need. Simultaneously, teachers find it increasingly difficult to ignore the diversity of the learners who populate their classrooms. Few teachers find their work effective or satisfying when they simply "serve up" a curriculum—even an elegant one—to students with no regard for their varied learning needs. For many educators, Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning. In this book the two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. Each model strengthens the other. Understanding by Design is predominantly a curriculum design model that focuses on what we teach. Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Carol Ann Tomlinson and Jay McTighe show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners. Connecting content and kids in meaningful ways is what teachers strive to do every day. In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that bring to students the best of what we know about effective teaching and learning.
Author : Michelle L. Dempsey
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (14 download)
Download or read book Teacher Perceptions of the Effect of Differentiated Instruction on the Standards-Based Report Card in Conjunction with the Common Core State Standards written by Michelle L. Dempsey and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Tony Wagner
Publisher : John Wiley & Sons
ISBN 13 : 1118429516
Total Pages : 298 pages
Book Rating : 4.1/5 (184 download)
Download or read book Change Leadership written by Tony Wagner and published by John Wiley & Sons. This book was released on 2012-06-28 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Change Leadership Group at the Harvard School of Education has, through its work with educators, developed a thoughtful approach to the transformation of schools in the face of increasing demands for accountability. This book brings the work of the Change Leadership Group to a broader audience, providing a framework to analyze the work of school change and exercises that guide educators through the development of their practice as agents of change. It exemplifies a new and powerful approach to leadership in schools.
Author : Rick Wormeli
Publisher : Stenhouse Publishers
ISBN 13 : 1571104240
Total Pages : 233 pages
Book Rating : 4.5/5 (711 download)
Download or read book Fair Isn't Always Equal written by Rick Wormeli and published by Stenhouse Publishers. This book was released on 2006 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Author : Cindy Stephens
Publisher :
ISBN 13 :
Total Pages : 54 pages
Book Rating : 4.:/5 (318 download)
Download or read book The Effect of In-service Training in Standards Based Grading on Teacher Perceptions and Classroom Grading in an Elementary School Building written by Cindy Stephens and published by . This book was released on 2008 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
