Term
Spring 2018
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
Susan Manikowski
Secondary Advisor/Reader One
Courtney Mell
Peer-Reviewer/Reader Two
Kristina Hall
Abstract
The research question addressed in this project was: which method of grading is the most effective way to communicate a student's progress and growth through the course of a school year to students, parents, and future teachers? The motivating factor for this project was one teacher’s concern regarding the traditional grading system and the correlation between the grades given to students and what they were actually learning and retaining. This capstone details positives and negatives when implementing standards-based assessment and grading practices. This project was influenced heavily by the work of Dr. Robert Marzano and Rick Wormeli, although differing in several logistical opinions, are both advocates of standards-based methods. The author documents and describes both success and struggles in implementing the standards- based assessments and grading scales. She concludes that: standards-based grading is a more effective way to communicate a student's progress and growth through the course of a school year to students, parents, and future teachers than traditional, percentage-based grading systems.
Research Methodology
Action Research
Keywords
Achievement, Assessment, Grades/ Student Performance, Graduation Standards
Recommended Citation
Hennen, Elizabeth, "Communicating Student Achievement Through Standards-Based Assessment And Grading" (2018). School of Education and Leadership Student Capstone Theses and Dissertations. 4416.
https://digitalcommons.hamline.edu/hse_all/4416