Implementing Standards-Based Grading in Large Courses across Multiple Sections

Autor/in	Zimmerman, Jane K.
Titel	Implementing Standards-Based Grading in Large Courses across Multiple Sections
Quelle	In: PRIMUS, 30 (2020) 8-10, S.1040-1053 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1733149
Schlagwörter	Grading; Standards; Mathematics Instruction; College Mathematics; Algebra; Student Evaluation; Evaluation Methods; Alternative Assessment; Large Group Instruction; Homework; Undergraduate Students; Mastery Learning; Self Evaluation (Individuals); Michigan + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Standard; Mathematics lessons; Mathematikunterricht; Studentische Bewertung; Hausaufgabe
Abstract	Standards-based grading (SBG) is an assessment/grading system that attaches scores to the mastery level of specific learning objectives. This methodology is gaining momentum in the K-12 environment but has been largely overlooked at the post-secondary level. In this paper, I will discuss the implementation of this practice in a College Algebra course. I will also discuss the motivation in attempting an alternative assessment system, the development and implementation process and describe the resulting system. Comparisons will be made between a College Algebra course utilizing the traditional points-based system and the same course in which SBG was incorporated. These comparisons will include observed student behaviors, student perception, the administrative efforts required of the instructor, and student performance in subsequent courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01