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Brown, C. (2011). Searching for the norm in a system of absolutes: A case study of standards-basedaccountability reform in pre-kindergarten. Early Education and Development, 22(1), 151-177. =EJ913954From the abstract: \"Research Findings: The emergence of standards-based accountability reforms in earlychildhood education has created new challenges for the field. This article presents findings from a case studythat explored how stakeholders in a large urban pre-kindergarten program struggled to implement an assessmenttool that aligned the normative academic achievement expectations found among their teachers and administratorswith the absolute measures of this construct found in their state policymakers' high-stakes standards-basedaccountability reforms. Analyzing the tension that emerged in this process of alignment highlights thechallenges early educators face as they fold their child-centered programs into these larger high-stakesstandards-based kindergarten through grade 12 education systems. Practice and Policy: The findings from thisstudy illuminate the need for early childhood education programs to understand how high-stakes standards-basedaccountability reforms define student achievement. Furthermore, as early childhood programs and personneladdress these reforms, their responses need to be explicit about how their assessment measures are connected totheir normative conceptualizations of student achievement and what this means for the education of children intheir programs. (Contains 7 footnotes, 1 table, and 3 figures.)\"Cox, K. B., (2011). Putting classroom grading on the table: A reform in progress. American Secondary Education,40(1), 67-87. =EJ951229From the abstract: \"In a standards-based instructional program, what does a course grade convey What should itconvey What is the role of homework in assigning grades What is the role of common assessments This casestudy examined the responses of two groups of high school teachers during a district wide reform of gradingpractices. The first was a focus group of seven advocates of non-traditional grading practices aligned withspecific district grade reforms: (a) 50% minimal score for a failing grade, (b) retesting without penalty, (c)acceptance of late work, and (d) course-alike, standards-based grading agreements. The second group of nineteachers, including seven randomly selected teacher leaders from across the district, participated individuallyin semi-structured interviews. Findings confirmed earlier research on the role of individual teacher beliefs ongrading practice and the emphasis that many teachers place on student effort when they assign grades. Additionalfindings have implications for leadership actions that may influence grading practices of secondary teachers.(Contains 2 tables and 1 figure.)\"Hooper, J., & Cowell, R. (2014). Standards-based grading: History adjusted true score. Educational Assessment,19(1), 58-76. =EJ1028514From the abstract: \"There has been much research and discussion on the principles of standards-based grading,and there is a growing consensus of best practice. Even so, the actual process of implementing standards-basedgrading at a school or district level can be a significant challenge. There are very practical questions thatremain unclear, such as how the grades should be calculated. Common methods include a simple average, averagingonly the more recent scores, mathematical models of growth over time, and basic teacher judgment. It isdifficult to choose a single method that is justifiable in all circumstances. This article proposes a newmethod, the history-adjusted true score that can be applied in a wide variety of situations. A rigorous methodof evaluating each grading method is also described.\"Iamarino, D. L. (2014). The benefits of standards-based grading: A critical evaluation of modern gradingpractices. Current Issues in Education, 17(2). =EJ1041765From the abstract: \"This paper explores the methodology and application of an assessment philosophy known asstandards-based grading, via a critical comparison of standards-based grading to other assessment philosophiescommonly employed at the elementary, secondary, and post-secondary levels of education. Evidenced by examples ofincreased student engagement and more thorough comprehension of course materials, standards-based grading isillustrated as an effective replacement for conventional points-based grading. The analysis also identifies andresponds to common issues and concerns inherent in the application of standards-based grading, and includes areview of relevant literature and research in support of standards-based grading as a progressive and successfulalternative to more conventional assessment philosophies.\"Melograno, V. J. (2007) Grading and report cards for standards-based physical education, Journal of PhysicalEducation, Recreation & Dance (JOPERD), 78(6), 45-53. =EJ795585From the abstract: \"This article explores the realities of grading and report cards within the context ofstandards-based physical education (SBPE). Specific objectives are to (1) identify standards for conductingquality assessments, (2) examine grading issues and concerns, (3) present guidelines for grading in SBPEprograms, and (4) exemplify grading and reporting schemes that emphasize clear reference points (contentstandards and learning targets). Teachers need to assess accurately and use assessment to benefit students, notmerely to sort and grade students. The keys to quality assessment practices are built on five dimensions: aclear purpose, clear targets, sound design, effective communication, and student involvement. Teachers also needto decide the basis for grading, which ingredients to use, how factors will be weighted, degree of professionaljudgment, and relative emphasis on mastery and progress. This article offers practical guidelines for grading inSBPE that support learning and student success, and includes samples of an evaluation report and a report cardthat align with learning targets and standards. (Contains 3 tables and 2 figures.)\"Sousa, D. A., Luze, G., & Hughes-Belding, K. (2014). Preferences and attitudes toward progress reporting methodsof parents from diverse backgrounds. Journal of Research in Childhood Education, 28(4), 499-512. =EJ1040992From the abstract: \"There is a growing movement in education toward data-based decision-making requiringfrequent monitoring of student progress. However, the literature fails to provide direction as to the best meansof communicating information about a child's progress with his or her parents. Given the increasing number ofimmigrant families being served, it is essential that we study the best method of communicating with parentsfrom diverse backgrounds. In this study, six families from diverse ethnic backgrounds were interviewed and askedto share their thoughts about the information they receive from the educators serving their children. Inaddition, they were asked to rank their preference for receiving information about their children's progress,choosing from among a narrative, a graph, and a rubric. All but one parent reported the narrative as theirpreferred method for receiving information about their child. This discovery may impact the use of visualgraphics, used to record progress, with parents from diverse backgrounds.\"Swan, G. M., Guskey, T. R. & Jung, L. A. (2014). Parents' and teachers' perceptions of standards-based andtraditional report cards. Educational Assessment and Accountability, 26(3), 289-299. =EJ1040847From the abstract: \"The purpose of this study was to determine parents' and teachers' perceptions ofstandards-based and traditional report cards. Participants included 115 parents/guardians of students from asingle, midsize school district that had implemented a standards-based report card. During the first two markingperiods, all parents/guardians received both a traditional report card in which teachers assigned a singleoverall grade for each subject and a standards-based report card that included marks for individual standardswithin subjects. After midyear, parents were asked to complete a survey that asked which form they preferred andthe reasons for their preference. Three hundred and eighty three teachers from two nearby midsize schooldistricts considering the adoption of the same standards-based report card completed a similar survey. Parentsoverwhelmingly preferred the standards-based form. The teachers considering the adoption of a standards basedreport card were positive overall, but significantly less than the parents who had received them.\"Welsh, M. E., D'Agostino, J. V., & Kaniskan, B. (2013). Grading as a reform effort: Do standards-based gradesconverge with test scores Educational Management, 32(2), 26-36. =EJ1014767From the abstract: \"Standards-based progress reports (SBPRs) require teachers to grade students using theperformance levels reported by state tests and are an increasingly popular report card format. They may help toincrease teacher familiarity with state standards, encourage teachers to exclude nonacademic factors fromgrades, and/or improve communication with parents. The current study examines the SBPR grade-state test scorecorrespondence observed across 2 years in 125 third and fifth grade classrooms located in one school district toexamine the degree of consistency between grades and state test results. It also examines the grading practicesof a subset of 37 teachers to determine whether there is an association between teacher appraisal style andconvergence rates. A moderate degree of grade-test score convergence was observed using three agreementestimates (coefficient kappa, tau-b correlations, and classroom-level mean differences between grades and testscores). In addition, only small amounts of grade-test score convergence were observed between teachers; a muchgreater proportion of variance lay within classrooms and subjects. Appraisal style correlated weakly withconverge