Faculty Publications

Document Type

Article

Publication Version

Published Version

Keywords

standards-based grading, assessment, secondary schools, school leadership

Journal/Book/Conference Title

Theory & Practice in Rural Education (TPRE)

Volume

10

Issue

1

First Page

92

Last Page

102

Abstract

The purpose of this study was to better understand how principals in rural schools are thinking about assessment and grading practices and if they anticipate implementing policy changes in the near future that may require increased support. Principals of schools in rural areas often face challenges that are significantly different from those of their urban and suburban counterparts. The researchers used a mixed-method survey to better understand if progressive grading policies were a part of the vision for principals of rural high schools, if they possessed conceptual underpinnings of such practices, and if they believed they had the capacity within their districts to lead teachers toward more effective grading policies. A high frequency of high school principals in rural schools said standards-based grading (SBG) was a part of their 5-year vision. These principals also showed relatively high mean scores of standards-based assessment literacy, and moderately high percentages believed they have the resources and capacity to support SBG. The researchers thus conclude that there is a high likelihood that many rural high schools will be implementing some form of SBG within the next 5 years.

Department

Department of Educational Psychology, Foundations, and Leadership Studies

Comments

First published in Theory & Practice in Rural Education (TPRE), v.10 n.1 (2020), pp.92-102, East Carolina University. doi.org/10.3776/tpre.2020.v10n1p92-102

Original Publication Date

Spring 6-17-2020

DOI of published version

doi.org/10.3776/tpre.2020.v10n1p92-102

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Copyright

©2020 Tom Buckmiller, Matt Townsley, and Robyn Cooper.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Language

en

File Format

application/pdf

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