Date of Award
12-2014
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Amy Adams
Department/School
Curriculum and Instruction
Abstract
The purpose of this research project was to measure the effectiveness of grading practices commonly associated with Standard-Based Grading (SBG). Participants included 60 ninth and tenth grade struggling readers in a rural Midwestern high school. Qualitative data collection methods included: Google Forms, student reflection and journaling, conferencing with students, and comparing this year’s grades to last year’s grades (by student). During a four week period, certain SBG practices were implemented such as: offering re-dos, highest possible F (59%), specific feedback, and not grading all formative work. Without grading every assignment, student’s English grades decreased from the previous year. However, students reported feeling their grade was an accurate representation of their knowledge. Grading practices will remain throughout the year in this same manner and data will continue to be collected as research has been beneficial.
Recommended Citation
Asplund, Danielle. (2014). Standards-Based Grading That Results in Grades Accurately Reflecting Students’ Knowledge. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/73