scholarly journals Points, Points, and More Points: High School Grade Inflation and Deflation when Homework and Employability Scores are Incorporated

2021 ◽  
Vol 6 (1) ◽  
pp. 1-11
Author(s):  
Rob Griffin ◽  
Matt Townsley
Keyword(s):  
High School ◽  
Grade Inflation ◽  
Grading Practices ◽  
School Grade ◽  
Traditional Grading ◽  
Academic Factors ◽  
Assessment Scores ◽  
Standards Based Grading ◽  
Math Grades ◽  
Grading Model

With a strong movement of schools starting to use standards-based grading practices, one of the aims of this study was to learn if traditional grading practices communicate grades that are accurate based on the students’ learning of the course objectives. The purpose of this study was to determine the extent to which employability and homework scores within a traditional points- and percentages-weighted grading model inflates or deflates grades. This study analyzed 795 students’ semester math grades at an urban high school to see if, and to what extent, students’ grades were inflated or deflated due to including homework and employability scores in the grade. Final grades, which included homework and employability points, were compared to each student’s overall summative assessment scores to determine grade inflation or deflation. The study also analyzed how changing grading practices to eliminate homework and employability points would impact the number of students that ultimately passed or failed the course. Results of this study indicated 336 (43.2%) students had their grades inflated or deflated by 5% or more and 97 (12.6%) students had their grades inflated or deflated by 10% or more, which is equivalent to moving up or down a full letter grade. School leaders should consider separately communicating academic and non-academic factors to minimize grade inflation/deflation in order to make decisions based upon grades more justifiable.

scholarly journals Considering Standards-based Grading

2019 ◽  
Vol 4 (1) ◽  
pp. 35-38
Author(s):  
Matt Townsley
Keyword(s):  
Grade Level ◽  
Empirical Support ◽  
Future Research ◽  
Grading Practices ◽  
Essay Writing ◽  
Academic Factors ◽  
Class Participation ◽  
Standards Based Grading ◽  
Writing Standards ◽  
Research Recommendations

Rather than awarding points for a combination of worksheet completion, quiz performance, in-class participation, and essay writing, standards-based grading separates academics from non-academic factors and communicates students' progress towards mastery of course or grade-level standards. Some secondary schools are moving towards standards-based grading (SBG) in an attempt to produce more consistent grading practices, however the empirical evidence resulting from this change is mixed. The purpose of this article is to describe principles of standards-based grading, empirical support of SBG, and several common challenges secondary school leaders may face when considering this philosophical shift. Future research recommendations include exploring the perspectives of college students who graduate from high schools using SBG to understand the longer-term successes and shortcomings of the grading system.

The Association between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model

2015 ◽  
Vol 117 (11) ◽  
pp. 1-28
Author(s):  
Marty Pollio ◽  
Craig Hochbein
Keyword(s):  
High School ◽  
High Schools ◽  
School Reform ◽  
Secondary Schools ◽  
Test Scores ◽  
Standardized Test ◽  
The State ◽  
Standardized Test Scores ◽  
Grading Practices ◽  
Standards Based Grading

Background/Context From two decades of research on the grading practices of teachers in secondary schools, researchers discovered that teachers evaluated students on numerous factors that do not validly assess a student's achievement level in a specific content area. These consistent findings suggested that traditional grading practices evolved to meet the variety of educational stakeholder expectations for schools, teachers, and students. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to examine the role of standards-based grading in a high school reform by assessing the relationships between differing grading approaches and standardized test achievement. Setting The study examined student performance from 11 high schools operating in a large metropolitan school district. Population/Participants/Subjects The sample of students included two cohorts of 1,163 and 1,256 11th grade students who completed an Algebra 2 course and the state standardized test. Intervention/Program/Practice Each of the high schools implemented a locally designed reform known as Project Proficiency. A key component of the reform included utilizing standards-based grading to assess student proficiency of the content. Research Design This study utilized a non-equivalent control group design and quantitative analyses to compare the association between classroom grades and standardized test scores. Data Collection and Analysis The data for the study included the students’ final grades, standardized test scores, and basic demographic information. Findings/Results Results indicated that the rate of students earning an A or B in a course and passing the state test approximately doubled when utilizing standards-based grading practices. In addition, results indicated that standards-based grading practices identified more predictive and valid assessment of at-risk students’ attainment of subject knowledge. Conclusions/Recommendations The article demonstrates the benefits of using standards-based grading in reforms attempting to improve the academic performance of secondary schools, but also notes how restriction of grades to mastery of standards will challenge educators’ perception of their abilities and students’ efforts. The article also notes the methodological limitations of prior grading research and suggests the need for more robust studies assessing grading practices, student achievement, and school performance.

DEVELOPING ESP TEACHING MATERIALS FOR THE STUDENTS OFTHE SOFTWAREENGINEERINGBASED ON PROBLEM BASED LEARNING AT THE AL-WASHLIYAHTELADAN VOCATIONAL SCHOOL

TABULARASA ◽  
2015 ◽  
Vol 12 (2) ◽  
Author(s):  
Rodiani Fatmah Hasibuan ◽  
Busmin Gurning ◽  
Eddy Setia
Keyword(s):  
High School ◽  
Software Engineering ◽  
Research And Development ◽  
Engineering Students ◽  
Vocational School ◽  
Vocational High School ◽  
School Grade ◽  
English Reading ◽  
High School Grade ◽  
Reading Materials

This study dealt with the development of English Reading Materials of vocational school, Al-WashliyahTeladan Medan, majoring Software Engineering. The objectives of this study were to: 1) find out language skill and materials are needed by the students of Software Engineering, 2) develop the English materials for the majoring in software engineering students at the vocational high school grade XII. This study was conducted by Educational Research and Development R&D (Borg & Gall, 1989). The data of this research were from existing documents and the result of interview with teacher and student. The results of the research conveyed that the existing reading materials were mostly irrelevant because the title and content of the material was not appropriate and was not required for the students majoring in software engineering. The new English reading materials and syllabus were developed based on the students need related to the workplace. The materials and syllabus were developed from the existing materials from teacher. The developing materials were validated by two experts.

PENGARUH PENGGUNAAN BAHAN AJAR MENGINTEGRASIKAN MSTBK BERBASIS ICT DALAM PEMBALAJARAN FISIKA DI KELAS XI SMA

2019 ◽  
Author(s):  
Akmam Akmam ◽  
Harman Amir; ◽  
Asrizal Asrizal
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Senior High School ◽  
School Grade ◽  
Teaching Materials ◽  
Physics Teaching ◽  
School Students ◽  
High School Grade ◽  
West Sumatra

Physics teaching materials for Senior High School that supporting the development of human resources that is able to adapt to any changes, to solve complex problems, creative thinking and familiar with information technology has not been widely available in senior high schools in West Sumatra. Based on the above, research that aims to determine the effectiveness of the use of Physics teaching materials that integrates Mathematics, Science, Technology, natural disasters, and the noble character (MSTBK) on WEB for Senior High School grade XI and to determine the effect of the use of teaching materials MSTBK on the learning outcomes of high school students in class XI. The quasi-experiment design research was comparing the learning outcome before and after the state of the object being treated. The treatments were using physics teaching materials that developed for teaching learning in Senior High School grade XI. The experiment was conducted at five senior high schools in West Sumatra were divided into 3 levels. The data were analyzed by using a statistical product moment and Anova. The research showed that the physics teaching materials that developed are effectively to improve student learning outcomes in Senior High School grade XI in West Sumatera with a correlation coefficient (r_xy) = 0. 31. Levene Statistic showed the average of the learning outcomes of high school students in grade XI was different, but yet rules Tukey HSD and Bonferroni statistics show that there are not significantly of 0.05 at a significance level in West Sumatra

Sign in / Sign up

Export Citation Format

Share Document