Impact of Standards-Based Grading on Perceived Classroom Goal Structures andStudent Motivational Beliefs
Year: 2018
Type: article
Study design: Clinical Trial
Abstract: As school leaders and educators in the field seek school improvement, the disconnect between educational research and classroom practice is generally recognized as a barrier to school improvement efforts.One practice that has gained traction in practitioner publications in the U.S. is standards-based grading (SBG).From a goal theory perspective, SBG is likely one of a set of practices that would be mastery supportive, but little empirical study has been conducted on the impact of SBG on students.This study of SBG addresses an empirical gap between what research supports and what is practiced in schools.In this quasi-experimental study, the following questions were investigated (1) Does SBG grading impact middle school students' perceptions of math classroom goal structure?(2) Does the use of SBG in a math classroom impact middle school students' beliefs about their math abilities?(3) Does the use of SBG in a math classroom impact middle school students' achievement goal orientations?Results of this study indicate that there was no difference in perceived goal structure in the two grading conditions, nor was there a difference in student beliefs about their math abilities or achievement goal orientations.The results are discussed in relation to the TARGETS framework.Keywords: standards-based grading (SBG), criterion-based assessment, competencybased grading, formative assessment, achievement goal theory, classroom goal structures, ability beliefs challenged me to think beyond my practitioner lens.Above all I need to thank, my advisor, Eric Anderman, for his guidance and patience with me as my path to this dissertation was longer than either of us hoped.My journey to this point included the birth of two children and an unexpected out-of-state move; without Dr.Anderman's belief in me I would have given up long ago.My time at OSU allowed me to learn from brilliant professors and make lasting friendships with fellow doctoral students with diverse paths
Author: Tober, Jennie Elizabeth
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6991743392