Dissertation - Public Access
Ed.D. Doctor of Education
Implementation of standards-based grading (SBG) practices can be a high benefit, low-cost initiative that directly impacts student achievement and growth. This case study aimed to determine if the theoretical value of SBG outlined in research aligns to the students’ perspectives of its value on academic learning, growth and development of 21st century skills. Secondary students were interviewed and responses were organized into three themes: development of 21st century learner attributes, strengths of SBG and areas to improve. Results revealed that SBG supports individualized learning pace, development of a growth mindset, emotional well-being, student to teacher collaboration and 21st century learner attributes such as self-monitoring, self-assessment and self-directed learning. Areas of change include continued parent education, teacher consistency across classrooms, and clarification of success criteria and rate of growth relative to enduring standards.
Blackley, Michelle, "A Case Study Of Secondary Students' Perspectives On Standards-Based Grading And The Development Of 21st Century Learner Attributes" (2022). Dissertations. 656.
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education Commons, Secondary Education and Teaching Commons