Date of Award

2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

This study surveyed Indiana elementary teachers who had implemented standards-based grading for more than one year and who were assigned to kindergarten through Grade 5. The purpose of the study was to determine whether or not collaboration, capacity building, and reflective action make a difference in teachers perceptions of the effectiveness of standards-based grading and reporting. A multiple regression analysis was performed and indicated that collaboration, capacity building, reflective action, and focus on results impacted teachers perceptions of the effectiveness of the implementation of standards-based grading. The focus on results composite had the most impact on the implementation score followed by reflective action, capacity building, and collaboration composite scores. One-way ANOVA tests were also utilized to determine if teachers perceptions were different based on their experience levels. There was no significant difference among the different levels within the collaboration composite. However, the 0–5 years of experience group was significantly higher than the 16+ years of experience group within the capacity building composite as well as the reflective action composite. In addition, a significant difference was found between the 6–10 years of experience group and the 16+ years of experience group within the focus on results composite. This study indicates that school leaders may positively influence teachers perceptions of the implementation of standards-based grading by providing opportunities for collaboration among teachers and administrators as they work to identify priority standards, develop proficiency scales or levels of learning, create assessments, and implement standards-based grading procedures and practices. Evidence from this study suggests that building teachers capacity by providing resources and regularly scheduled professional learning opportunities focused on the development of research-based components of standards-based grading practices also positively impacts the perception of such implementation. Structures that allow for reflective action where teachers and administrators use student data to modify district practices and regularly review and revise prioritized standards, levels of learning, assessments, and grading practices positively impact teachers perceptions of the implementation of standards-based grading as well. This study also suggests that a focus on results has the most impact on teachers perceptions of standards-based grading. The frequency data indicates that teachers perceptions of standards-based grading implementation are most positively impacted when teachers see improvements on curriculum, instruction, assessment, communication and student learning.

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