Literaturnachweis - Detailanzeige
| Autor/inn/en | Wilcox, Jesse; Townsley, Matt |
|---|---|
| Titel | Debunking Myths of Standards-Based Grading: Addressing the Concerns and Providing Some Strategies for Implementing Alternative Grading Practices |
| Quelle | In: Science Teacher, 90 (2022) 1, S.29-33 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8555 |
| Schlagwörter | Grading; Grades (Scholastic); Misconceptions; Barriers; Science Education; Standards; Alternative Assessment; Homework; Formative Evaluation; Secondary School Science; High Schools; Science Teachers; High School Teachers |
| Abstract | Traditionally, assessing and grading students in science has been an exercise centered around points and percentages (Feldman, Kropf, and Alibrandi 1989; Prøitz 2013). However, with the introduction of the Next Generation Science Standards (NGSS) and the need to revisit grading practices stemming from the COVID-19 pandemic, an increasing number of schools have begun to revise their grading practices (Guskey 2021; Zalaznick 2022). Recent research suggests that when grade books transparently display students' current understanding, students have a better understanding of their knowledge and skills and can continue to improve them (Guskey 2020; Noschese 2011; O'Connor, Jung, and Reeves 2018; Wilcox 2011). However, many myths and barriers accompanying these alternative science grading practices can make shifting toward standard-based grading (SBG) difficult. The purpose of this article is to address these myths and provide strategies for effectively implementing SBG in the science classroom. (ERIC). |
| Anmerkungen | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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