Date of Award
Spring 4-4-2024
Document Type
Dissertation
Degree Name
Doctor of Education in School Leadership
Department
Center for Leadership & Learning
College
College of Education
Committee Chair
Steve Bounds, Ed.D.
Second Committee Member
John Freeman, Ph.D.
Third Committee Member
Amy Jackson, Ed.D.
Program Director
John Freeman, Ph.D.
Dean of Graduate College
Sarah Gordon, Ph.D.
Abstract
WHAT EFFECT DOES STANDARDS-BASED GRADING VERSUS TRADITIONAL
GRADING HAVE ON STANDARDIZED TESTS FOR FIFTH GRADE STUDENTS IN MATHEMATICS IN ARKANSAS?
Ruby Earlene Dean
This study examined the effects of standards-based grading and traditional grading on standardized tests for fifth grade students in mathematics in Arkansas. The purpose of the study was to determine whether the type of grading system (traditional or standards-based) used to assess student progress makes a difference on the ACT Aspire results in fifth grade in mathematics. The information gleaned from this study will provide school leaders and teachers with information to make more informed decisions to enhance student achievement possible. This quantitative study was performed by comparing districts where school leaders use a traditional grading system compared with districts where leaders use a standards-based grading system for fifth-grade math. This study reviewed public documents reporting the school’s demographics, standardized test scores, and Arkansas ESSA School Report Card rating. The conceptual framework for this study was developed from theories on the Zone of Proximal Development and Bloom’s mastery learning. Chi-square tests of independence were conducted to examine the connection between the grading system type and the number of students meeting the 5th-grade math readiness benchmark. In every case except for Hispanic students, a notable relationship was found between these factors. Schools employing a standards-based grading approach had a greater proportion of students meeting the math readiness benchmark compared to those using the traditional method. This trend was consistent across various socioeconomic statuses, ethnicities, and genders. Based on the study's findings, schools are encouraged to continue supporting the adoption of standards-based grading. As accountability for student achievement increases, educators must strive to identify the most effective methods for measuring student growth and mastery. The findings of this study, combined with existing literature and prior research on standards-based grading, strongly suggest that it is a viable and sustainable option for school leaders.
Recommended Citation
Dean, Ruby, "What Effect Does Standards-Based Grading Versus Traditional Grading Have on Standardized Tests for Fifth-Grade Students in Mathematics in Arkansas?" (2024). ATU Theses and Dissertations 2021 - Present. 69.
https://orc.library.atu.edu/etds_2021/69
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