Faculty Publications

Document Type

Article

Publication Version

Published Version

Journal/Book/Conference Title Title

Journal of Research Initiatives

Volume

4

Issue

2

Abstract

The purpose of this paper is to provide a model for educational leadership faculty who aspire to walk the talk of effective feedback by embedding standards-based grading (SBG) in their courses. Rather than focusing on learning, points are the currency of K-12 classrooms across the country. Over 100 years of grading research suggests typical grading practices are subjective at best. Some schools are responding by implementing SBG, yet few articles describe how higher education embeds this philosophy in educator preparation coursework. In this essay, the author documents how to design assessments, align rubrics, and provide feedback to aspiring school leaders in line with three tenets of SBG.

Department

Department of Educational Leadership and Postsecondary Education

Original Publication Date

4-2019

Object Description

1 PDF file (9 pages)

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Date Digital

2019

Language

en

File Format

application/pdf

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