Title of Presentation or Performance
The Transition to Standards-Based Grading
Submission Type
Event
Expected Graduation Date
2015
Location
State Farm Hall, Illinois Wesleyan University
Start Date
4-18-2015 9:00 AM
End Date
4-18-2015 10:00 AM
Disciplines
Education
Abstract
Standards-based grading is a method of assessing students that is used to determine different levels of achievement of topics in each subject area (Marzano, 2010). It is meant to provide students with feedback so they can meet certain standards, or learning objectives, in a particular course (Iamarino, 2014). Assessing both honors and remedial mathematics students during my student teaching experience using standards-based grading helped pinpoint what concepts and skills students did or did not understand. Using standards-based grading to assess students’ summative assessments throughout the semester, I was able to analyze what academic standards students were meeting. Analyzing the benefits of standards-based grading and ways in which teachers can integrate this grading system into their classrooms were goals of this study. I analyzed both qualitative and quantitative data such as students’ graded summative assessments, a general grading rubric, and students’ survey results on standards-based grading. I have found that using standards-based grading as an evaluation tool has made it easier to analyze student assessments in order to focus on the individual learning needs unique to each student.
Included in
The Transition to Standards-Based Grading
State Farm Hall, Illinois Wesleyan University
Standards-based grading is a method of assessing students that is used to determine different levels of achievement of topics in each subject area (Marzano, 2010). It is meant to provide students with feedback so they can meet certain standards, or learning objectives, in a particular course (Iamarino, 2014). Assessing both honors and remedial mathematics students during my student teaching experience using standards-based grading helped pinpoint what concepts and skills students did or did not understand. Using standards-based grading to assess students’ summative assessments throughout the semester, I was able to analyze what academic standards students were meeting. Analyzing the benefits of standards-based grading and ways in which teachers can integrate this grading system into their classrooms were goals of this study. I analyzed both qualitative and quantitative data such as students’ graded summative assessments, a general grading rubric, and students’ survey results on standards-based grading. I have found that using standards-based grading as an evaluation tool has made it easier to analyze student assessments in order to focus on the individual learning needs unique to each student.