Faculty Publications

Document Type

Article

Publication Version

Published Version

Keywords

standards-based grading, classroom assessment, school leadership

Journal/Book/Conference Title

Journal of School Administration Research and Development

Volume

4

Issue

1

First Page

35

Last Page

38

Abstract

Rather than awarding points for a combination of worksheet completion, quiz performance, in-class participation, and essay writing, standards-based grading separates academics from non-academic factors and communicates students' nonprogress towards mastery of course or grade-level standards. Some secondary schools are moving towards standards-based grading (SBG) in an attempt to produce more consistent grading practices, however the empirical evidence resulting from this change is mixed. The purpose of this article is to describe principles of standards-based grading, empirical support of SBG, and several common challenges secondary school leaders may face when considering this philosophical shift. Future research recommendations include exploring the perspectives of college students who graduate from high schools using SBG to understand the longer-term successes and shortcomings of the grading system.

Department

Department of Educational Psychology, Foundations, and Leadership Studies

Comments

First published in The Journal of School Administration Research and Development, v.4 n.1 (Summer 2019), by California State University Fresno.

Original Publication Date

Summer 2019

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Date Digital

2019

Copyright

©2019 Matt Townsley. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Language

en

File Format

application/pdf

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