"It's Just Not Fair!" Making Sense of Secondary Students' Resistance to a Standards-Based Grading

Autor/inn/en	Peters, Randal; Kruse, Jerrid; Buckmiller, Tom; Townsley, Matt
Titel	"It's Just Not Fair!" Making Sense of Secondary Students' Resistance to a Standards-Based Grading
Quelle	In: American Secondary Education, 45 (2017) 3, S.9-28 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Secondary School Students; Resistance (Psychology); Grading; Academic Standards; Grades (Scholastic); High School Students; Student Motivation; College Preparation; Homework; Teacher Student Relationship; Instructional Leadership; Qualitative Research; Likert Scales; Surveys; Coding; Program Implementation; Student Attitudes; Statistical Analysis + Suchen Sie Ihr Suchwort? Sekundarschüler; Resistenz; Notengebung; Schulnote; Notenspiegel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Hausaufgabe; Teacher student relationships; Lehrer-Schüler-Beziehung; Instruction; Leadership; Bildung; Erziehung; Führung; Qualitative Forschung; Likert-Skala; Survey; Umfrage; Befragung; Codierung; Programmierung; Schülerverhalten; Statistische Analyse
Abstract	Variations of the question, "How are you doing in school?" are among those most frequently posed by adults to students (Reeves, 2004). Grades represent the primary source of that information; indeed, Olson (1995) called grades "one of the most sacred traditions in American education" (p. 24). There is so much trust in the messages conveyed by grades that they have gone without challenge and are resistant to change (Marzano, 2000). Yet reporting only a single mark for each subject may be insufficient to answer meaning questions about student progress (Guskey, 2001). Bailey and McTighe (1996) noted that when clear responses to these questions are not available, grading's other purposes cannot be effectively carried out. Although a body of scholarship explores issues pertaining to standards-based grading (SBG), there is a dearth of research addressing student perspectives. The purpose of this study, then, was to gain a more thorough understanding of the attitudes, understanding, and experiences of students impacted for the first time by an SBG initiative at their high school. At the beginning and end of an academic year, students shared their perspectives on issues such as the pace of SBG implementation and change, fairness of grading processes, motivation, preparation for college, inconsistencies between courses, the role of homework, and communication with teachers. (ERIC).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01