When Equitable Practice Is Onerous Practice: Modeling Standards-Based Grading in Teacher Education

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Assessment and Coherence in Teacher Education (Table 36)

Abstract

Standards-Based Grading (SBG) is the practice of reporting grades by individual standard rather than grouping them into a traditional letter grade. SBG also advocates replacing old information about student performance with new and eliminating non-academic factors from grades; hence, it is a more equitable approach (Munoz, et al, 2018). It is also a laborious process which has discouraged me from implementing or modeling SBG in my own assessment courses. I know this discourages my teaching candidates from adopting it. This self-study was designed to facilitate my implementation of SBG by investigating whether it “fit” in my university classroom and if students found it a rewarding approach. My findings affirm both inquiries with caveats to allow for the unique university setting.

Author

• Kristina J. Doubet, James Madison University