Effects on Students’ Course Grades When Achievement and Noncognitive Skills Are Assessed and Reported Separately

• In Event: Rebuilding the Educational Landscape: Unconventional Strategies and Traditional Measures in Educational Leadership

Abstract

Grades serve as a primary means to make important decisions for students. School leaders and other education stakeholders use report card grades to make promotion, honor roll, class rank, scholarships, college admissions, and other critical decisions that can have immediate and long term academic consequences for students. This quantitative study investigated a multiple grades report card pilot being implemented by one Northeastern U.S. school district in grades 6 and 9 science and social studies classes involving 3,894 students and 61 teachers. Pilot results showed minimal 9-week marking period and final course grade outcome differences when compared to the previous school year, which reported using single multifactor grades. Initial findings are discussed along with implications for classroom practice and reform implementation.

Authors

• Laura J. Link, University of North Dakota

• Maureen P. Leeson, Bethlehem Area School District

• Joseph R. Anthes, Bethlehem Area School District