Standards-based grading a high school physics classroom

Abstract

The paper investigated the effectiveness of standards-based grading (SBG) in a high school physics classroom, as well as how student perception of the importance of grades changed when exposed to SBG. Authentically assessing student performance is a controversial issue and SBG is no exception. While initially transitioning to SGB may seem easy, it actually requires a radical shift in thinking by the teacher. In order for SBG to be successful a teacher must construct a way to allow students to show growth and allow them to learn at their own pace. Giving a grade value to student assessments doesn't require much change, but the idea and weight of a zero percent needs to be reevaluated. Throughout the research process it was found that students who utilized the SGB system did perform better on a final exam as compared to previous classes that were taught under a more traditional system. Student opinion on grades also changed throughout the research period. Students realized that the more concepts they can accurately demonstrate, the higher their overall grade becomes. This gave students a measurable system to achieve the grade that they wanted.