The Research Behind Standards Based Grading for Learning
The Research Behind Grading for Learning
Years of research connected to grading and reporting best practices are highlighted here. Read the following to learn more.
Feldman, J. (2019). Beyond standards-based grading: Why equity must be part of grading reform. Phi Delta Kappan, 100(8), 52-55.
Feldman, J. (2018). Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Corwin Press.Campbell, C. (2012). Learning-centered grading practices.
Dueck, M. (2014). Grading smarter, not harder: Assessment strategies that motivate kids and help them learn. Alexandria, VA: Association for Supervision and Curriculum Development.
Guskey, T. R. (2006). Making high school grades meaningful. Phi Delta Kappan, 87(9), 670-675. doi:10.1007/s11092-014-9191-4
MARZANO, R. J. (2017). NEW ART AND SCIENCE OF TEACHING: More than fifty new instructional strategies for academic success. S.l.: SOLUTION TREE.Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.
O'Connor, K. (2010). A repair kit for grading: 15 fixes for broken grades. Portland, OR: Pearson Assessment Training Institute.
Wormeli, R. (2011). Redos and retakes done right. Educational Leadership, 69(3), 22-26. Retrieved from www.ascd.org
Bradburd-Bailey, M. (2011). A preliminary investigation into the effect of standards-based grading on the academic performance of African-American students. (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (3511593)
Pollio, M. & Hochbein, C. (2015). The association between standards-based grading and standardized test scores as an element of a high school reform model. Teachers College Record, 117(11), 1-28.