Dissertation/Thesis Abstract

An Examination of Parental Perceptions of Standards-Based Report Cards
by Youngman, Erik Christian, Ed.D., Northern Illinois University, 2017, 174; 10263582
Abstract (Summary)

Report cards and standards-based assessing, grading and reporting continue to be relevant topics of focus for educators. This qualitative study is based on a problem of practice in a school district in northern Illinois that recently implemented standards-based report cards (SBRCs). This study developed while I was a principal of an elementary school during initial implementation of SBRCs. This dissertation expanded from the initial focus on understanding parental perspectives of SBRCs to better understanding the communicative value of SBRCs and professional development that could help parents and teachers.

The research question that informed this qualitative study is: How do parents perceive the strengths and weaknesses of SBRCs? The parents in this study provided insight about strengths and challenges of SBRCs and explained why different teacher communication during the SBRC process provided them with a more comprehensive understanding of their child’s academic performance in school. Effective implementation of SBRCs should maximize comprehensive communication throughout the entire process to enhance parent understanding. Findings from this study can be used by school districts to focus their efforts, knowledge, and professional development on standards-based assessing, grading and reporting that will directly impact the teaching, learning, assessing and communicating in schools.

Indexing (document details)
Advisor: Roberts, Patrick
Commitee: Pluim, Carolyn, Wasonga, Teresa
School: Northern Illinois University
Department: Leadership, Educational Psychology and Foundations
School Location: United States -- Illinois
Source: DAI-A 78/11(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Feedback, Grades, Grading, Report cards, Standards-based learning, Standards-based report cards
Publication Number: 10263582
ISBN: 978-0-355-02664-1
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy