Action Research Report with Audio 2

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Traditional Grading vs. Standards-Based Grading:

Traditional Grading vs. Standards-Based Grading IUPUI Inquiry Report Ryan King T590 Dr. Berghoff 12/9/2012

The Purpose & Research Design:

The Purpose & Research Design

Who is Ryan King?:

Who is Ryan King? 4/5 Challenge Teacher West Clay Elementary 3 rd Year Teaching Butler University Alumni IUPUI Graduate Student The Purpose & Research Design

Why Grading?:

Why Grading? Grading is the next frontier of education Grading is a major focus of my district Conversations with parents and students Want to improve feedback to students The Purpose & Research Design

Theoretical Framework:

Theoretical Framework The Purpose & Research Design

Literature Review: Goals:

Literature Review: Goals Defined Grading Clarified differences between standards-based grading and traditional grading Showed relevancy of this topic in today’s world of education The Purpose & Research Design

Literature Review:

Literature Review Standards Movement What’s Next? The Purpose & Research Design ISTEP+ Common Core # 2 Pencil Fill in the bubble…

Literature Review:

Literature Review “The issue of grading looms on the horizon for standards-based education. With standards and assessments now in place educators face the daunting task of how best to grade and report student learning in terms of those standards (pg. 20).” Guskey, 2001 The Purpose & Research Design

Central Questions:

Central Questions Does standards-based grading inform teachers, parents, and students more thoroughly about student ability than traditional grade report systems? Sub Questions : What grading methods do teachers, parents, and students prefer? Why do teachers, parents, and students prefer their method of choice? What information do teachers, parents, and students get from standards-based grading that they do not get from traditional grading methods? The Purpose & Research Design

Design:

Design Qualitative Data Observations Anecdotal Notes Conversations with students and parents The Purpose & Research Design Quantitative Data District CCS Rubrics Everyday Math Spreadsheets Traditional District Report Card Self-Created Standards-Based Report Card Survey

Setting:

Setting The Purpose & Research Design

Data Collection & Analysis :

Data Collection & Analysis

Data Collection :

Data Collection Data Collection & Analysis

Data Sample 1:

Data Sample 1 Data Collection & Analysis

Data Sample 2:

Data Sample 2 Data Collection & Analysis

Data Sample 2:

Data Sample 2 Data Collection & Analysis

Data Sample 2:

Data Sample 2 Data Collection & Analysis

Data Sample 2:

Data Sample 2 Data Collection & Analysis

Data Sample 3:

Data Sample 3 Data Collection & Analysis What does this data mean…

Data Sample 3:

Data Sample 3 Data Collection & Analysis

Data Sample 3:

Data Sample 3 Data Collection & Analysis

Data Sample 3:

Data Sample 3 Data Collection & Analysis

Findings & Conclusions:

Findings & Conclusions

Findings:

Findings Findings & Conclusions 100% of teachers preferred Standards-Based Grading. Students were the largest group to find Traditional Grading important. 71% of all participants preferred Standards-based grading.

Conclusions:

Conclusions Findings & Conclusions

Questions:

Questions Findings & Conclusions

Action Plan:

Action Plan

References:

References Cherepinsky, V. (2011). Self-reflective grading: Getting students to learn from their mistakes . PRIMUS, 21 (3), 294-294-301. Costrell, R.M., & Betts, J.R. (2001). Incentives and equity under standards-based reform. Brookings Papers on Education Policy, 4 (1), 9-74. Diffily, D. (1994). What parents think about alternative assessment and narrative reporting: oneschool's findings. Retrieved from EBSCOhost. Gordon, M. E., & Fay, C. H. (2010). The effects of grading and teaching practices on students’ perceptions of grading fairness. College Teaching, 58 (3), 93-98. Guskey, T. R. (2001). Helping standards make the grade. Educational Leadership, 59 (1), 20-27. Jung, L.A., & Guskey, T. R. (2007). Standards-based grading and reporting: a model for special education. TEACHING Exceptional Learners, 40 (2), 48-53. Kulman, N. (1999). The standards reform movement in the United States. TESOL Matters, 9 (5). O’Connor, K. (2011). A repair kit for grading: 15 fixes for broken grades. Boston, MA: Pearson Education, Inc. Rom, M. C. (2011). Grading more accurately. Journal of Political Science Education, 7 (2), 208-223. Scriffiny, P.L. (2008). Seven reasons for standards-based grading. Educational Leadership, 62 (2), 70-74. Tierney, R.D., Simon, M., & Charland, J. (2011). Being fair: teachers’ interpretations of principles for standards-based grading. The Educational Forum, 75 (3), 210-227. All images retrieved using Google Images and Microsoft Clip Art. All graphs produced using Microsoft Excel.

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