Bridging Cultures Through Assessment: Examining the Implementation of Standards-Based Grading in a U.S. International School in Nigeria

• In Event: Roundtable Session III
  In Roundtable Session: Meeting complex challenges for literacy research in international settings

Abstract

This research examines how Standards-Based Grading (SBG) accounts for multilingual and culturally diverse students in a U.S.-affiliated international school in Nigeria. While SBG aims to create equitable assessment models, its adaptability beyond Western contexts remains underexplored. Preliminary findings indicate increased grading transparency and student engagement. Challenges persist in aligning SBG with multilingual learning and securing parental buy-in. This study contributes to discussions on assessment equity, culturally responsive pedagogy, and grading reform.

Authors

• Anthonia Awhinawhi, University of South Carolina

• Blessing Chidiebere Emodi, University of South Carolina

• Emmanuel A Osei, University of South Carolina