A Common Grade Table Inspiring Meaningful Feedback

Autor/in	Harrison, Frank
Titel	A Common Grade Table Inspiring Meaningful Feedback
Quelle	In: Journal of Competency-Based Education, 5 (2020) 3, (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-6154
DOI	10.1002/cbe2.1218
Schlagwörter	Grading; Competency Based Education; Grade Point Average; Scoring Rubrics; Feedback (Response); Grades (Scholastic) + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Scoring formulas; Auswertungsbogen; Notenspiegel
Abstract	The use of the 1-4 grading scale is gaining popularity as schools transition to competency-based education. However, independent interpretations and percentage conversions have led to general confusion and sometimes outright rejection of competency-based assessment. The first step to establish clear communication is to anchor the existing four-point GPA scale in cognitive performance, which provides a strong framework for improved student engagement. Applied research into the learning brain is shifting classroom expectations to actively engage learners with stimulating cognitive challenges, such as synthesis and creative transfer. When the cognitive performance curve is consistently applied in the development of assessment rubrics, educators will provide stronger analytical feedback through meaningful common grades. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01