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Standards-based Grading: The Effect of Common Grading Criteria on Academic Growth

Henry, Dawn Therese
http://orcid.org/0000-0001-6677-5608
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522846892709392

Abstract Details

2018, Doctor of Education (Ed.D.), Bowling Green State University, Leadership Studies.
Points-driven grading systems are prolific and persistent in American K-12 education, despite research indicating their gender and racial bias in implementation (Cornwell, Mustard & Van Parys, 2013), their lack of accuracy in representing student achievement (Allen, 2005), and their negative effect on learning (Klapp, 2015). Research indicates while teachers are open to changing their practice, they want assurance that changes will lead to improved outcomes for their students (Millard, 2016). The purpose of the study was to determine whether standards-based grading rubrics developed through a shared leadership approach significantly increased academic growth and the percentage of students demonstrating acceptable levels of growth in early literacy, reading, and math skill development. Participants in the causal-comparative post-hoc study were comprised of kindergarten through grade two students in two Midwestern public school districts, one of which issued standards-based grades while the other issued grades under a points-driven grading system. Academic growth data in the form of student growth percentiles were gathered using STAR¿ assessments, an online assessment tool used in both districts to measure achievement and growth. Results indicated no effect for rubric implementation in any of the three subject areas when comparing the two districts’ growth scores; nor was there a significant difference in the percentage of students demonstrating acceptable growth in reading or math. However, a significantly higher percentage of students did demonstrate acceptable growth in early literacy skills after standards-based grading rubrics were implemented. The researcher concluded that teacher involvement in the development of the rubrics, as well as their use of the rubrics for instructional purposes could have mediated the effect of the tools’ use.
Rachel Reinhart, PhD (Advisor)
Lee Nickoson , PhD (Other)
Chris Willis, PhD (Committee Member)
Patrick Pauken, PhD (Committee Member)
Todd Cramer, PhD (Committee Member)
103 p.
Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Tests and Measurements
Grading reform; standards-based grading; rubrics; student growth

Recommended Citations

Citations

  • Henry, D. T. (2018). Standards-based Grading: The Effect of Common Grading Criteria on Academic Growth [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522846892709392

    APA Style (7th edition)

  • Henry, Dawn. Standards-based Grading: The Effect of Common Grading Criteria on Academic Growth. 2018. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522846892709392.

    MLA Style (8th edition)

  • Henry, Dawn. "Standards-based Grading: The Effect of Common Grading Criteria on Academic Growth." Doctoral dissertation, Bowling Green State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522846892709392

    Chicago Manual of Style (17th edition)

bgsu1522846892709392
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This open access ETD is published by Bowling Green State University and OhioLINK.