Dissertation/Thesis Abstract

A Qualitative Study of the Benefits of Standards-based Grading in a Suburban School District in Illinois
by Rahman, Inamur, Ed.D., American College of Education, 2019, 124; 27912200
Abstract (Summary)

The purpose of the intrinsic case study was to explore teachers perspectives on standards-based grading (SBG) practices with middle school students. The gap identified was the lack of teachers' perspectives of the implementation of SBG and how teacher practice changed to accommodate the new grading approach. The study used a qualitative case study design bounded to one middle school in northern Illinois. Fifteen teachers who implemented SBG for at least one year were selected. Data was collected through semistructured interviews and a focus group discussion. The findings of the study were teachers preferred SBG over traditional grading practices and reported students grew as learners. The findings were inconclusive in describing the effect of SBG on student intrinsic motivation. The findings of the study may help school districts considering changing traditional grading system to an SBG system.

Indexing (document details)
Advisor: Everts, Sarah
Commitee: Herring, Richard
School: American College of Education
Department: Education in Leadership
School Location: United States -- Indiana
Source: DAI-A 81/8(E), Dissertation Abstracts International
Subjects: Educational evaluation, Educational tests & measurements, Middle School education
Keywords: Traditional grading practices, Student motivation, Assessment practices, Illinois
Publication Number: 27912200
ISBN: 9781658422598
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