Decisions and Tensions: Summative Assessments in PBL Advanced Placement Classes

• In Event: 18.041 - Classroom Assessment: Issues in Grading

Abstract

This study looks at the summative grading practices of five teachers using the same curriculum while teaching an Advanced Placement class in poverty-impacted schools to students who, for many, will be the first generation of their families to attend college. Using semi-structured interviews and a think-aloud protocol while teachers determined final semester grades, the researcher investigated factors teachers considered while grading. Findings show that teachers balanced the need to prepare their students for college while holding students accountable for the learning of AP content. All teachers in the study showed differences in how they negotiated these decisions and tensions as they grappled with delivering high level content to students choosing to take on the challenge of an AP Science course.

Author

• Susan E. Cooper, University of Washington