Standards based grading models in 9th grade earth science classrooms
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Date
2019
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Montana State University - Bozeman, College of Letters & Science
Abstract
The purpose of this study was to identify the effects of incorporating standards-based grading models into a freshman Earth science classroom, as well as researching the impacts on the learning process of special education students and regular education students. Both qualitative and quantitative data analysis methods were implemented, and various data collection tools were studied. Students were administered a Rock Cycle Summative Assessment pretreatment and post treatment. Students were also evaluated on their performance through various mineral and rock identification labs. Through the Rock Cycle Pre and Post Summative Assessments, students showed growth towards the two learning targets identified. The What's in a Grade Likert Survey, Pre and Post Test Report Cards, and one-on-one interviews identified positives and negatives for goal setting, communication, feedback and differentiation.