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.
|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|
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