Standards-Based Grading: Core Principles and Current Implementation Debates.
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| Title: | Standards-Based Grading: Core Principles and Current Implementation Debates. |
|---|---|
| Authors: | Townsley, Matt1 (AUTHOR) matt.townsley@uni.edu, Wilcox, Jesse2 (AUTHOR) |
| Source: | Clearing House. May/Jun2024, Vol. 97 Issue 3, p76-86. 11p. |
| Subject Terms: | *Formative tests, *Summative tests, *Educational leadership, *Teachers, Performance standards |
| Abstract: | This article provides an overview of standards-based grading (SBG) and explores the implementation debates surrounding it. SBG is a framework that focuses on grading students based on academic standards rather than assigning points for assessments and behaviors. The core principles of SBG include grading based on standards, using a finite number of categories, emphasizing summative assessments, and providing multiple opportunities for students to demonstrate their learning. The implementation debates revolve around the use of proficiency scales, how to communicate learning in the gradebook, and when and how to reassess students' learning. The article emphasizes the importance of understanding the core principles of SBG and considering different approaches to implementation. [Extracted from the article] |
| Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178232631 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Standards-Based Grading: Core Principles and Current Implementation Debates. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Townsley%2C+Matt%22">Townsley, Matt</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> matt.townsley@uni.edu</i><br /><searchLink fieldCode="AR" term="%22Wilcox%2C+Jesse%22">Wilcox, Jesse</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clearing+House%22">Clearing House</searchLink>. May/Jun2024, Vol. 97 Issue 3, p76-86. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Formative+tests%22">Formative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Summative+tests%22">Summative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+standards%22">Performance standards</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article provides an overview of standards-based grading (SBG) and explores the implementation debates surrounding it. SBG is a framework that focuses on grading students based on academic standards rather than assigning points for assessments and behaviors. The core principles of SBG include grading based on standards, using a finite number of categories, emphasizing summative assessments, and providing multiple opportunities for students to demonstrate their learning. The implementation debates revolve around the use of proficiency scales, how to communicate learning in the gradebook, and when and how to reassess students' learning. The article emphasizes the importance of understanding the core principles of SBG and considering different approaches to implementation. [Extracted from the article] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178232631 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00098655.2024.2357615 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 76 Subjects: – SubjectFull: Formative tests Type: general – SubjectFull: Summative tests Type: general – SubjectFull: Educational leadership Type: general – SubjectFull: Teachers Type: general – SubjectFull: Performance standards Type: general Titles: – TitleFull: Standards-Based Grading: Core Principles and Current Implementation Debates. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Townsley, Matt – PersonEntity: Name: NameFull: Wilcox, Jesse IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May/Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00098655 Numbering: – Type: volume Value: 97 – Type: issue Value: 3 Titles: – TitleFull: Clearing House Type: main |
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