Questioning Points and Percentages: Standards-Based Grading (SBG) in Higher Education
Questioning Points and Percentages: Standards-Based Grading (SBG) in Higher Education
复制标题
提问点和百分比：高等教育中基于标准的评分 (SBG)
DOI：
--
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Jerrid Kruse
中科院分区：
文献类型：
--
作者：
Tom Buckmiller;Randal E. Peters;Jerrid Kruse
摘要尽管在K-12水平的使用越来越多，但基于标准的评分（根据课程标准进行评分）在高等教育中相对被忽视。大学生经常面临的评分做法，反映主观的，非标准化的格式，结合了学术和非学术成分的混合。本案例研究探讨了学生的态度和经验，以标准为基础的分级（SBG）的原则，在一个中等规模的，中西部大学的教育技术课程。作者发现，虽然学生们最初对范式转变及其带来的额外工作感到焦虑，但他们仍然认为该模型更清晰，更公平。随着研究的进展，学生们报告说，他们已经超越了为成绩加分的“玩游戏”，实际上更实质性地参与了课程内容。基于定期形成反馈，学生开始更多地掌握自己的学习。最后，大多数参与者发现SBG比传统的评分方法更有益，更可靠，更能反映他们的知识。为了补充这些发现，作者提供了一些实施思路，以帮助教师谁可能想要开始使用SBG在他们的课程，包括反思和澄清他们的目的评分，确保他们的成绩有意义（通过传达准确，有意义和与学生成功相关的信息），并允许学生有多次机会展示学习（如果评分和评估的目的是鼓励和报告掌握）。
ABSTRACT Despite its growing use at the K–12 level, standards-based grading (alignment of grading to course standards) has been comparatively neglected in higher education. College students are often confronted with grading practices that reflect subjective, non-standardized formats incorporating a blend of academic and non-academic components. This case study examined student attitudes and experiences regarding standards-based grading (SBG) principles introduced in an educational technology course in a medium-sized, Midwestern university. The authors found that, while students were initially anxious about the paradigm shift and the additional work it would entail, they nevertheless viewed the model as clearer and more fair. As the study progressed, students reported moving beyond “playing the game” of earning points for a grade and actually engaging more substantively with course content. Based on regular formative feedback, students began to take more ownership of their learning. Ultimately, most participants found SBG more beneficial and defensible—and reflective of their knowledge—than traditional grading practices. To supplement these findings, the authors offer some implementation ideas to assist instructors who may want to begin using SBG in their courses, including reflecting on and clarifying their purpose for grading, ensuring that their grades have meaning (by communicating information that is accurate, meaningful, and relevant to student success), and allowing students multiple chances to demonstrate learning (if the purpose of grading and assessment is to encourage and report mastery).