Term

Summer 2019

Capstone

Capstone Project

Degree Name

MAT

Facilitator(s)

Julianne Scullen

Content Expert

Kevin Bross

Abstract

Current grading methods in secondary settings lack a basis in research and deserve to be scrutinized for their accuracy and fairness. The current literature points to a problem of accuracy and a lack of sound measurement theory principles concerning the grading of students. The problem of accuracy and fairness is not one of miscalculations by computer software, but rather of misrepresenting the level of content mastery that students have attained. Standards-Based Instruction and Grading seeks to be the answer to this problem of practice. Standards-Based Instruction is defined as tailoring and aligned classroom content to align with standards while Standards-Based Grading is assessing students based solely on their mastery of the learning targets or standards they have been working with. Through properly scaffolded instruction around specific learning targets and assessment that is focused on specific learning targets, educators eliminate extraneous factors that can aid or injure grades. The goal of this capstone is to provide readers with a roadmap to follow while proceeding with a transition from traditional grading practices to a Standards-Based system.

Keywords

Assessment, Grades/ Student Performance, Staff Development

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

Included in

Education Commons

COinS