WHDL - 00014709
WHDL - 00014709
In recent years, several notable educational scholars have critiqued the traditional way that the grading of students is completed in the United States. This criticism has led many educational experts and institutions to consider reforming grading practices. One of the solutions that several districts have attempted to implement is referred to as standards-based grading. This form of grading focuses on reporting student progress specific to their achievement on a predetermined standard. The purpose of this study was to analyze the impact of a standards-based grading philosophy on the academic self-efficacy in English classes of juniors in high school. This study looked at students from two different high schools, located in the Pacific Northwest region, where a standards-based grading approach had recently been implemented. In a pre then post retrospective design, students were asked to reflect on their self-efficacy prior to the standards-based grading model and their current self-efficacy in the new standards-based grading model. The results of the surveys were disaggregated, and semi-structured interviews were conducted with volunteer participants to provide deeper understanding of the survey results. The Wilcoxon Signed-Rank test was used to analyze the correlation between self-efficacy scores before and after the implementation of standards-based grading. This analysis showed a positive correlation after the implementation of standards-based grading. Small group, semi-structured interviews were then conducted, recorded, and transcribed. The transcriptions of these interviews were coded and themed to examine the influence of this new grading system on the academic self-efficacy of students. Qualitative and quantitative results indicate that standards-based grading has a positive impact on the academic self-efficacy in English classes of high school juniors.
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