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Administrator And Teacher Perceptions Of The Transition To Standards Based Grading At The Secondary Level
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Book Synopsis Administrator and Teacher Perceptions of the Transition to Standards-based Grading at the Secondary Level by : Christopher T. Bowman
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.
Book Synopsis Administrators' and Teachers' Perceptions on the Development, Transition, and Implementation of the Standards-based Report Card by : Eileen Heather Reiter
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.
Book Synopsis A School Leader's Guide to Standards-Based Grading by : Tammy Heflebower
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.
Book Synopsis Charting a Course to Standards-based Grading by : Tim Westerberg
Download or read book Charting a Course to Standards-based Grading written by Tim Westerberg and published by ASCD. This book was released on 2016 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tim R. Westerberg guides educators to four key destinations on the road to improved grading and assessment.
Book Synopsis Charting a Course to Standards-Based Grading by : Tim R. Westerberg
Download or read book Charting a Course to Standards-Based Grading written by Tim R. Westerberg and published by ASCD. This book was released on 2016-08-24 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Breaking Tradition by : Matthew Shappell
Download or read book Breaking Tradition written by Matthew Shappell and published by . This book was released on 2018 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Teacher Perceptions of an Urban School's Transition to Standards-based Grading by : Makenzie Ryan Milner Gurss
Download or read book Teacher Perceptions of an Urban School's Transition to Standards-based Grading written by Makenzie Ryan Milner Gurss and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Standards-Based Grading by : Robert Brandon Garland
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:
Book Synopsis Transitioning from Traditional Grading to Standards-based Reporting at the High School Level by : Zachary M. Fletcher
Download or read book Transitioning from Traditional Grading to Standards-based Reporting at the High School Level written by Zachary M. Fletcher and published by . This book was released on 2017 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Making Grades Matter by : Matt Townsley
Download or read book Making Grades Matter written by Matt Townsley and published by Solution Tree. This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In Making Grades Matter: Standards-Based Grading in a Secondary PLC authors Matt Townsley and Nathan L. Wear provide readers with a practical guide toward the implementation of the standards-based grading system. Although much has been written about the concept and advantages of standards-based grading, in this book, the authors focus specifically on implementing the framework at the secondary level with the vital support of a professional learning community (PLC). As such, this book provides a roadmap that secondary school educators and administrators working in a PLC can utilize to initiate the multiyear process toward implementing standards-based grading schoolwide or districtwide. Not only are each of the practices needed for this change covered in detail, but each practice is connected directly with one of three foundational principles of standards-based grading. In this book, readers will find all of the tools, resources, and guidance they need to not only implement the standards-based grading system in their schools but, through collaborative work within a PLC, achieve the greatest possible success with it"--
Book Synopsis Effective Grading Practices for Secondary Teachers by : Dave Nagel
Download or read book Effective Grading Practices for Secondary Teachers written by Dave Nagel and published by Corwin Press. This book was released on 2015-03-04 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enacting an effective grading system that emphasizes the secondary student’s learning process! The book is written in an articulate and direct format that highlights successful practices, programs and activities that support effective implementation of changing grading systems. Providing research of grading reforms that were enacted by an active teacher dialogue with the student’s perspective taken into consideration Addressing the shortcomings of no failure policies in the overall learning process Researching perception of effort limitations and the impact of grades given to the student by an instructor Considering restraints of grading policies due to vagueness and constrictive focus
Book Synopsis Proficiency-based Grading in the Content Areas by : Wendy Custable
Download or read book Proficiency-based Grading in the Content Areas written by Wendy Custable and published by Solution Tree. This book was released on 2019 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: No matter the content area or grade level, proficiency-based grading puts student growth at the heart of the classroom. Designed for content-area teachers and administrators, Proficiency-Based Grading in the Content Areas details how to implement evidence-based grading and maintain its effectiveness over time. This book equips any educator -- from technical to fine arts -- with the tools to make this shift. Use proficiency-based grading (also known as evidence-based grading) to drive student success: Become familiar with the basic concepts and essential decisions of evidence-based grading that apply to all content areas. Study individual-level and institutional-level grading decisions and how they differ from each other. Become familiar with the steps, paradigm shifts, and pedagogy necessary to implement proficiency-based grading in a particular content area. Study the ways proficiency-based grading differs from content area to content area and the unique benefits it offers to each. Follow a structure that mirrors flow psychology and Mihaly Csikszentmihalyi's five stages of creativity. Contents: Introduction Chapter 1: Implementing Proficiency-Based Grading With Core Belief Fidelity Chapter 2: Implementing Evidence-Based Reporting in Career and Technical Education Chapter 3: Implementing Evidence-Based Grading in English Language Arts Chapter 4: Implementing Evidence-Based Grading in Fine Arts Chapter 5: Implementing Evidence-Based Grading in Mathematics Chapter 6: Implementing Evidence-Based Grading in Physical Education and Health Chapter 7: Implementing Evidence-Based Grading in Sciences Chapter 8: Implementing Evidence-Based Grading in Social Sciences Chapter 9: Implementing Evidence-Based Grading in World Languages Epilogue: Creating Self-Reliant Learners References and Resources Index
Book Synopsis An Urban District's Perceptions of Standards-based Grading Prior to Implementation Grading Initiative by : DiAnna L. Thompson
Download or read book An Urban District's Perceptions of Standards-based Grading Prior to Implementation Grading Initiative written by DiAnna L. Thompson and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Developing Standards-Based Report Cards by : Thomas R. Guskey
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.
Download or read book Grading for Impact written by Tom Hierck and published by Corwin Press. This book was released on 2018-04-04 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Aim for a target-based grading system and create stronger learning opportunities! Do you wish there was more clarity when it comes to measuring student progress and learning? What if there was a way to utilize grading and assessment to focus on learning rather than performance, and the process rather than the product? As grading, assessment, and reporting continue to be relevant topics of discussion, this book helps you create a functional plan to elevate and advance standards-based grading practices. Teachers and administrators will learn how to assess, grade, and report against specific learning targets rather than standards as a whole to make skill acquisition the highest priority. Grounded in application to provide focus and clarity, this book features: Real case studies of schools that have incorporated target-based assessment, feedback, grading, and reporting Practical examples to guide implementation Questions, checklists, illustrations, and audits of practice to showcase the work in action An accessible format and layout that support both immediate implementation and long-term goals Despite being a topic that generates emotion and resistance to change, target-based assessment builds the foundation for a learner-centered system that provides clear expectations and feedback for teachers, students, and parents. "Grading for Impact is a simple and straightforward guide to re-thinking grading based on mastery of specific skills and concepts rather than broadly-written standards. Real-world examples of teachers struggling with--and answering--the old questions are included: "How do we grade fairly and accurately?" and "How do we use grades as an instructional strategy?"" Joseph Staub, High School Teacher Downtown Magnets High School, CA "Most stakeholders agree that report cards aren’t enough to show what our students are learning in school, but changing the traditional grading system is a task that requires careful planning and challenging discussions. Grading for Impact shows educators how to start and plan the discussions that will result in genuine learning experiences for students." Ernie Rambo, Virtual Learning Community Coordinator Nevada National Board Professional Learning Institute
Book Synopsis Rethinking Grading by : Cathy Vatterott
Download or read book Rethinking Grading written by Cathy Vatterott and published by ASCD. This book was released on 2015-07-13 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis How to Grade for Learning by : Ken O'Connor
Download or read book How to Grade for Learning written by Ken O'Connor and published by Corwin Press. This book was released on 2017-10-04 with total page 537 pages. Available in PDF, EPUB and Kindle. Book excerpt: Implement standards-based grading practices that help students succeed! Classroom assessment methods should help students develop to their full potential, but meshing traditional grading practices with students’ achievement on standards has been difficult. Making lasting changes to grading practices requires both knowledge and willpower. Discover eight guidelines for good grading, recommendations for practical applications, and suggestions for implementing new grading practices as well as: ? The why’s and the how-to’s of implementing standards-based grading practices ? Tips from 48 nationally and internationally known authors and consultants ? Additional information on utilizing level scores rather than percentages ? Reflective exercises ? Techniques for managing grading more efficiently
