Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching, Learning, Assessment, and Student Behavior

Autor/inn/en	Knight, Megan; Cooper, Robyn
Titel	Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching, Learning, Assessment, and Student Behavior
Quelle	In: NASSP Bulletin, 103 (2019) 1, S.65-92 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636519826709
Schlagwörter	High School Teachers; Teacher Attitudes; Grading; Academic Standards; Classroom Techniques; Student Behavior; Instruction; Student Evaluation; Educational Planning; Educational Change; Educational Benefits; Student Needs; Accountability; Learner Engagement + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Notengebung; Schulnote; Klassenführung; Student behaviour; Schülerverhalten; Teaching process; Unterrichtsprozess; Studentische Bewertung; Bildungsplanung; Bildungsreform; Bildungsertrag; Verantwortung
Abstract	This study explored high school teachers' perceptions of the effects of standards-based grading (SBG) on planning, instruction, assessment, classroom management, and student behaviors. Findings indicated that despite some infidelity and an initial implementation dip, systemic (SBG) changes made teaching clearer, more purposeful, and more conducive to student needs while enhancing student growth mind-set and ownership. The researchers concluded SBG is a viable reform because it makes teaching and learning more focused, effective, and enjoyable. Findings also led to several recommendations for administrators and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01