Date of Degree
Ed.D. (Doctor of Education)
Department of Leadership, Educational Psychology, and Foundations (LEPF)
DeJoy, Nancy; Burkey, Joh; Tonks, Stephen
standards-based grading, assessment, asynchronous professional development, grading, grades
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.
Northern Illinois University
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Bronke, Christopher A., "Standards-Based Grading in Traditional-Grading Contexts: A Case Study in Asynchronous Professional Development" (2023). Dissertations of Practice. 2.