This action research centers around standards based grading and how it improves student proficiency in two Intermediate Algebra classes. Through research it was determined that standards based grading consists of separating the grade into standards, basing the grade only on academics, reporting the grade using defined levels of proficiency, allowing students to improve their scores, and communicating the grade in a clear manner.
Standards based grading was
implemented in each class by separating the tests into learning targets and
reporting a separate score for each target in the gradebook. The grade was weighted so that 90% was based
on test scores and 10% was based on homework.
Work ethic, extra credit, and participation were not included in the
grade. Students were allowed a chance to
improve their grade through retaking individual learning targets after each
test.
For this action research, data was
collected in multiple ways. Students and
parents were given surveys regarding pre-conceived notions about grades. Observations were made about student’s
on-task time when given a review focused on improving specific learning targets
as opposed to a general review. Data was
compiled showing student proficiency on each exam as compared to student
proficiency after retakes had been factored into the grade. Each of these types of data collection helped
to give an overall idea about standards based grading and how it improved
student proficiency.
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