Do high grading standards affect student performance?
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Do high grading standards affect student performance?

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Published by National Bureau of Economic Research in Cambridge, MA .
Written in English

Subjects:

  • Grading and marking (Students) -- Florida.,
  • Academic achievement -- Florida.,
  • Education, Elementary -- Florida.,
  • Educational tests and measurements -- Florida.

Book details:

Edition Notes

StatementDavid N. Figlio, Maurice E. Lucas.
SeriesNBER working paper series -- no. 7985, Working paper series (National Bureau of Economic Research) -- working paper no. 7985.
ContributionsLucas, Maurice E., National Bureau of Economic Research.
The Physical Object
Pagination33, [23] p. :
Number of Pages33
ID Numbers
Open LibraryOL22410830M

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Do High Grading Standards Affect Student Performance? David N. Figlio, Maurice E. Lucas. NBER Working Paper No. Issued in October NBER Program(s):Children This paper explores the effects of high grading standards on student test performance in elementary school. The reason is that schools can affect observed student performance through their choice of grading standard, which not only translate students' performance into a given grade, but also affect. Downloadable (with restrictions)! This paper explores the effects of high grading standards on student test performance in elementary school. While high standards have been advocated by policy-makers, business groups, and teacher unions, very little is known about their effects on outcomes. Most of the existing research on standards is theoretical, generally finding that standards have mixed. In this paper we use data from the High School and Beyond survey to estimate the effects of grading standards on student achievement, educational attainment, and entry level earnings. We consider not only how grading standards affect average outcomes but also how they affect the distribution of educational gains by skill level and race/ethnicity.

Making sense of secondary students’ resistance to a standards-based grading initiative in the midwestern United States. American Secondary Education, 45(3), Schiffman, M. P. (). Standards-based grading: Educators’ perceptions of the effects on teaching, student motivation, and assessment at the high school level. (Doctoral. How to Use Grading to Improve Learning. by Susan M. Brookhart. Table of Contents. Chapter 2. Grading on Standards for Achievement. Grading on standards for achievement means a shift from thinking that grades are what students earn to thinking that grades show what students rs sometimes talk about grades as pay students earn by doing their work.   However, it is not guaranteed that grades will reflect the performance and progress of the student, since students may memorize the entire course without necessarily understanding the concepts involved. This will make them get an excellent grade, but do not know. Conclusion. It is, therefore, clear that grades affect the learners’ performance. Downloadable! This paper explores the effects of high grading standards on student test performance in elementary school. While high standards have been advocated by policy-makers, business groups, and teacher unions, very little is known about their effects on outcomes. Most of the existing research on standards is theoretical, generally finding that standards have mixed effects on students.

  The comparisons made by parents and teachers about the grades students got will affect them badly. It can even make them detached from the society. Every day, the teacher can inform the parents about the performance of the student. No need to wait for months or terms. It helps the parents to know about the books they borrow from the. Get this from a library! Do high grading standards affect student performance?. [David N Figlio; Maurice E Lucas; National Bureau of Economic Research.]. The use of standards-based grading in American public schools is increasing, offering students, parents, and teachers a new way of measuring and communicating about student achievement and performance. Parents indicate an appreciation for this method of grading, and students at the elementary grades (K-6) have improved. For example, a grade-oriented environment is associated with increased levels of cheating (Anderman and Murdock, ), grades (whether or not accompanied by comments) promote a fear of failure even in high-achieving students (Pulfrey et al., ), and the elimination of grades (in favor of a pass/fail system) produces substantial benefits.