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Grading Teacher Education : = Examining How Undergraduate Teacher Education Programs Are Preparing Pre-service Teachers to Enter Standards-based Grading Environments.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Grading Teacher Education :/
Reminder of title:	Examining How Undergraduate Teacher Education Programs Are Preparing Pre-service Teachers to Enter Standards-based Grading Environments.
Author:	VanDevender, Keegan J.
Description:	1 online resource (280 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382811215

Grading Teacher Education : = Examining How Undergraduate Teacher Education Programs Are Preparing Pre-service Teachers to Enter Standards-based Grading Environments.
VanDevender, Keegan J.

Grading Teacher Education :Examining How Undergraduate Teacher Education Programs Are Preparing Pre-service Teachers to Enter Standards-based Grading Environments. - 1 online resource (280 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.(Educ.))--Drake University, 2024.

Includes bibliographical references

This dissertation study delved into how three undergraduate teacher education programs were preparing pre-service teachers with the skills necessary to implement standards-based grading in PK-12 educational environments. As educational assessment has evolved toward systems that emphasize mastery, equity, and transparency, it became critical for teacher education programs to align their training approaches to these new standards, moving away from traditional grading systems that prioritized competition and memorization.Employing a qualitative multiple-case study research methodology, this study explored the integration of standards-based grading within the curricula of three private undergraduate colleges in one Midwestern state. Data were gathered through a series of semi-structured interviews with educational faculty, relevant curriculum documents, and the researcher's use of analytical memoing. This methodological approach facilitated a comprehensive exploration of both the content delivered within these programs and the pedagogical attitudes toward standards-based grading.The findings indicated a varied landscape in the implementation and integration of the main tenets of standards-based grading across the three undergraduate teacher education programs examined. Some teacher education programs had integrated standards-based grading principles, showcasing progressive training methods that included practical simulations and real-life teaching scenarios. This integration enabled pre-service teachers to practice and refine their grading strategies in line with standards-based grading. Conversely, other programs showed significant gaps in standards-based grading training, offering limited exposure to its foundational principles and practical applications, which may hinder future teachers' abilities to implement these practices effectively. Highlighting both successful implementations and areas needing improvement, this multiple-case study contributed to the broader discourse on how teacher education programs can more effectively prepare educators for a shift toward more equitable and transparent grading practices. The findings suggested that a unified approach to grading reform was necessary, emphasizing the need for ongoing professional development and institutional support to facilitate the successful adoption of standards-based grading across educational systems.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382811215Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

GradesIndex Terms--Genre/Form:

554714
Electronic books.

Grading Teacher Education : = Examining How Undergraduate Teacher Education Programs Are Preparing Pre-service Teachers to Enter Standards-based Grading Environments.
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