The grading gradient: Teacher motivations for varied redo and retake policies
Explore this paper's citation graph
- Type
- article
- Published
- 2018-09-01
- Cited by
- 6
- References
- 54
- Access
- Open access
- OpenAlex
- https://openalex.org/W2885058781
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:149577390
Keywords
Grading (engineering), Confusion, Accountability, Mathematics education, Psychology
References
- Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement
- Redos and Retakes Done Right.
- GRADES That Mean Something: Kentucky Develops Standards-Based Report Cards
- Reporting Student Learning
- No Penalties for Practice.
- Moving to Standards-Based Grading: Lessons from Omaha.
- Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana
- Using Multivariate Statistics
- Improving the Way We Grade Science.
- Modern Applied Statistics with S
- Mindset: The New Psychology of Success
- Grades That Show What Students Know.
- Grading as a Reform Effort: Do Standards‐Based Grades Converge With Test Scores?
- A reliability coefficient for maximum likelihood factor analysis
- Fear and loathing in neoliberalism: school leader responses to policy layers
- A Dynamic Systems Theory approach to second language acquisition
- Assessing the Impact of Standards-Based Middle Grades Mathematics Curriculum Materials on Student Achievement.
- Teaching with the End in Mind: The Role of Standards-Based Grading.
- Teacher autonomy in the era of New Public Management
- A Case for Adding a Social—Behavioral Standard to Standards-Based Education With Schoolwide Positive Behavior Support as Its Basis
Cited by
- “I thought I was supposed to get an A in PE!” Successes and challenges of teachers and administrators implementing standards-based grading in physical education
- Teaching Psychometrics: The Importance of Validity in Assessment Design
- Integrating Social-Emotional Learning and Standards-Based Grading: Principles, Barriers, and Future Directions
- Innovative assessment and grading practices in higher education: a critical exploration for management educators
- Silver Lining or Missed Opportunity? A Mixed Methods Study of COVID-19 School Closures and Grading Reform Efforts in K-12 Schools
- An interpretative phenomenological analysis of high school students' experiences with competency-based learning grading reform efforts
- A correlational study of standards-based grades, traditional grades, and achievement
- Innovative Assessment and Grading Practices in Higher Education: A Critical Review for Management Educators
Related papers
- Grading standards and course challenge: an analytical-empirical approach
- Grading Standards in Education Departments at Universities
- High Grading Standards Improve Student Performance
- Making grades more meaningful
- Questioning Points and Percentages: Standards-Based Grading (SBG) in Higher Education
- Losing As and Fs: What works for schools implementing standards-based grading?
- Making Grades More Meaningful: Students at 11 High-Needs Kentucky High Schools Experienced Stronger Correlations between Course Grades and Standardized Test Scores after Their Schools Switched to Standards-Based Grading Practices
- Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties
- Grading Policies that Work Against Standards...and How to Fix Them
- Grading Standards in Education Departments at Universities