Date of Degree
2023
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Leadership, Educational Psychology, and Foundations (LEPF)
Director
Creed, Benjamin
Committee Members
DeJoy, Nancy; Burkey, Joh; Tonks, Stephen
Keywords
standards-based grading, assessment, asynchronous professional development, grading, grades
Abstract
With a growing conversation around best practices in assessment, there are teachers out there seeking to make a shift to standards-based grading despite the fact that they work in a school system that uses traditional grading systems. This dissertation explores the differences between traditional grading and standard-based grading, the supports teachers need to make a shift to standards-based grading, and the effectiveness of an asynchronous professional development course on teachers’ knowledge base around and implementation of standards-based grading. The professional development course that is the research context for this study is shown to impact participants’ knowledge of standards-based grading as well as confidence in implementing the change to standards-based grading, but there were areas for improvement identified as a result of the study. The dissertation concludes with revisions and enhancements to the course which are grounded in the literature reviewed and the empirical study of the course.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Bronke, Christopher A., "Standards-Based Grading in Traditional-Grading Contexts: A Case Study in Asynchronous Professional Development" (2023). Dissertations of Practice. 2.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/2
