Research has shown that teachers are basically unique and find their own ways to grade and report. Teachers almost intentionally stay away from their peers’ methods. The stresses teachers face, such as the balance of assessment types, outside influences such as parental involvement or socio-economic status, and state testing, played a large part in the decision making of each teacher. The focus of this researcher’s study was to provide information that may help in the development of an implementation plan for elementary buildings to go to a standards-based grading system that will be followed by all within the building. This researcher’s belief that standards-based grading will take away from the struggles that other researchers have found in past studies. Why standards-based grading has not yet become a standard for kindergarten through fifth grade classrooms is a concern and something that needed to be investigated. Global statistics were used along with one hypothesis to answer the three research questions using a two-tailed t-test. The data show that although administrators and teachers may have scored in similar ranges on the survey, their mean scores showed a statistically significant difference at the 0.05 level. Since the P-value for a test statistic of t = 2.01 was P = 0.022 and the selected alpha level of ? = 0.05 the null hypothesis was rejected in favor of the alternate hypothesis. There was a statistically significant difference between the administrators’ mean of 3.89 and the teachers’ 3.72 at the 0.05 level of significance.
|Commitee:||Basden, Richard, Vitale, Cynthia|
|School:||Missouri Baptist University|
|School Location:||United States -- Missouri|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Education Policy, School administration|
|Keywords:||Elementary administrators, Standards-based grading|
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