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Educators' Perceptions of and Experiences With Standards-Based Grading and Student Self-Assessment.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Educators' Perceptions of and Experiences With Standards-Based Grading and Student Self-Assessment./
作者:	Tolbert, Cynthia.
面頁冊數:	1 online resource (125 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798381718805

Educators' Perceptions of and Experiences With Standards-Based Grading and Student Self-Assessment.
Tolbert, Cynthia.

Educators' Perceptions of and Experiences With Standards-Based Grading and Student Self-Assessment. - 1 online resource (125 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ed.D.)--McKendree University, 2024.

Includes bibliographical references

Standards-based grading has been used in many Illinois public elementary schools for years, offering educators a different way of assessing and communicating to parents about their student achievement and performance on the grade level state standards. Educators faced many benefits and challenges using a standards-based grading system identified. Many educators within the school system have questioned students' grades and their meaning for years; therefore, many educators want to know if there is a perceived relationship between using standards-based grading and student self-assessment in elementary schools. This study gathered data on regular education and special education teachers' perceptions and experiences in a standards-based grading system and student self-assessment. Parents and educators have appreciated standards-based grading systems and the new grading method. As a result of using standards-based grading at the elementary level, educators have seen many benefits and challenges in using a standards-based grading system and student self-assessment. In this study, I gathered data on regular and special education teachers' perceptions and experiences in standards-based grading systems and student self-assessments. The results of this study indicated the benefits and challenges of standards-based grading systems and student self-assessment.

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

Mode of access: World Wide Web

ISBN: 9798381718805Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

AssessmentIndex Terms--Genre/Form:

554714
Electronic books.

Educators' Perceptions of and Experiences With Standards-Based Grading and Student Self-Assessment.
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520 $a Standards-based grading has been used in many Illinois public elementary schools for years, offering educators a different way of assessing and communicating to parents about their student achievement and performance on the grade level state standards. Educators faced many benefits and challenges using a standards-based grading system identified. Many educators within the school system have questioned students' grades and their meaning for years; therefore, many educators want to know if there is a perceived relationship between using standards-based grading and student self-assessment in elementary schools. This study gathered data on regular education and special education teachers' perceptions and experiences in a standards-based grading system and student self-assessment. Parents and educators have appreciated standards-based grading systems and the new grading method. As a result of using standards-based grading at the elementary level, educators have seen many benefits and challenges in using a standards-based grading system and student self-assessment. In this study, I gathered data on regular and special education teachers' perceptions and experiences in standards-based grading systems and student self-assessments. The results of this study indicated the benefits and challenges of standards-based grading systems and student self-assessment.
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