Effective Grading Practices for Secondary Teachers

Nagel, Dave

doi:10.4135/9781483386379

Cited by 2 publications

(1 citation statement)

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“…Standards-based grading (SBG), sometimes also referred to as criteria-based grading, evaluates students based on their ability to meet a clear set of learning objectives or performance indicators. − In a SBG assessment system, the purpose of class activities, assignments, and assessments is to learn the objective and demonstrate understanding of the objective, not gather points (there are no points to gather) to add together for a final evaluative grade . In practice, there are several methods for computing students’ final overall grades with standards-based grading. , However, no matter how the overall grade is determined in a SBG system, students are provided with more than one opportunity to demonstrate achievement of the course objectives, emphasizing the knowledge the student has gained at the end of the learning rather than early achievement or task completion during the course. ,,, With the emphasis on the final achievement of course objectives, SBG emphasizes the use of formative assessments, both informal (ungraded) and formal (graded with the opportunity to improve) throughout a course. ,, In addition, in a SBG system the results of assessments are connected explicitly to the course objectives for students (e.g., “meets expectations for objective #1”).…”

Section: Standards-based Gradingmentioning

confidence: 99%

Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors’ General Chemistry Survey Course

2018

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Many students associate grades with the completion of course work rather than learning the course content. While research has heavily focused on teaching strategies and instructional tools to improve students’ learning in general chemistry, less focus has been given to assessments as a learning tool to improve students learning. Standards-based grading (SBG) is a nontraditional assessment method that explicitly connects the learning course objectives with assessments and student grades. Provided with more than one opportunity to demonstrate their knowledge of course objectives, students are evaluated on their level of achievement of these objectives. This article describes the implementation, outcomes, and challenges of SBG in a large enrollment nonmajors’ general chemistry course. Evidence is presented regarding the use of SBG in chemistry from the evaluation of two semesters of students’ assessment scores and a student opinion survey. Students appeared to use the structure of the SBG to pass the course at higher rates than previous semesters, demonstrated some metacognitive skills, and generally appreciated SBG as the assessment method in the course.

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Section: Standards-based Gradingmentioning

confidence: 99%

Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors’ General Chemistry Survey Course

2018

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The stability and acceptance of the “system of competency‐based curriculum design” framework: Perspectives of teachers

Lin,

Lu,

Lin

2024

The Curriculum Journal

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The “System of Competency‐Based Curriculum Design” (SCCD) framework was developed to meet the requirement for reform in competency‐based education and overcome the limitations of Understanding by Design (UbD). This comprehensive framework, incorporating knowledge, skills, attitudes, and values, aligns with competency ingredients as defined by the Organisation for Economic Cooperation and Development (OECD) and integrates diverse curriculum theories. It provides educators with clear steps and empowers them to make iterative calibration while designing units/courses, ensuring a dynamic and responsive approach to curriculum development. To assess the stability and acceptance of the SCCD framework, a research instrument was developed, encompassing five stability subscales with a total of 25 items and an additional acceptance subscale featuring five items. A total of 455 participants who participated in SCCD training workshops were involved in the study. The research outcomes affirm the robustness of its theoretical foundation. Additionally, the unequivocal endorsement of its concept by teachers from diverse backgrounds serves as further validation of its integrity. The study concludes with recommendations derived from the obtained results.

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Effective Grading Practices for Secondary Teachers

Cited by 2 publications

References 0 publications

Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors’ General Chemistry Survey Course

Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors’ General Chemistry Survey Course

The stability and acceptance of the “system of competency‐based curriculum design” framework: Perspectives of teachers

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