The transition to a proficiency-based instruction and grading model: a case study of one middle school
Year: 2012
Type: article
Abstract: Other moderate concerns included increased job requirements, challenges by external stakeholders, and lack of professional development.Despite these challenges, findings revealed three factors which enabled reform to move forward: 1) a paradigm shift in thinking about grading, 2) visionary leadership, and 3) a collaborative culture.This school has overcome their barriers to change, expanded their building capacity and re-cultured the school, enabling a successful transition and a continuation of the new grading model.The third research question addressed changes to the learning environment as a result of implementing proficiency-based instructional practices at this school.Three key changes in teaching and learning were evident from the case-study interviews and district-wide surveys: 1) a new, clearer language of learning, 2) focused teaching of learning targets, and 3) positive changes in assessment practices.Taken together, these changes have resulted in improved communication regarding student achievement, and teachers perceive that these changes have made a positive impact on the learning environment for students at this school.There is vigorous discussion among the research community as to the most effective instructional practices, quality assessment, and the best method for reporting student achievement.Therefore, this study is timely as it provides a contribution to the literature on instruction, assessment, and school reform, while providing guidance to school districts that are reforming their grading practices to a proficiency-based model.v
Author: Cindy A. Coe
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W825541932