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Standards-based grading : = Effects on classroom instruction.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Standards-based grading :/
Reminder of title:	Effects on classroom instruction.
Author:	Corzine, Elizabeth.
Description:	1 online resource (139 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9781369373455

Standards-based grading : = Effects on classroom instruction.
Corzine, Elizabeth.

Standards-based grading :Effects on classroom instruction. - 1 online resource (139 pages)

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ed.D.)--McKendree University, 2016.

Includes bibliographical references

The purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369373455Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Standards-based grading : = Effects on classroom instruction.
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245 1 0 $a Standards-based grading : $b Effects on classroom instruction.
264 0 $c 2016
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500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Kelly Stewart.
502 $a Thesis (Ed.D.)--McKendree University, 2016.
504 $a Includes bibliographical references
520 $a The purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
650 4 $a Instructional design. $3 1148462
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0447
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a McKendree University. $b School of Education. $3 1184894
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