Thesis - Open Access
Master of Science (MS)
Teaching , Learning & Education
P. Troy White
agricultural education, grading practices, standards-based grading, student perceptions
Standards-based grading is being discussed more frequently in the field of education as school districts either explore or adopt this grading method. This study examined the effects of standards-based grading on achievement and perceptions of students enrolled in high school agricultural education courses. This nonequivalent quasi-experimental study focused on how students’ perceptions of classroom feedback, abilities, and opportunities to redo assessments were affected by the implementation of a standards-based grading method. Participants in this study were students who enrolled in a quarter long Home Maintenance course that used standards-based grading methods to assess student mastery on specific content standards in the course. The research questions were addressed through feedback from participants and compared to a control group, which were graded using traditional grading methods. Students’ perceptions of abilities, classroom feedback, grading, and test, quizzes, and homework were recorded in a pre-survey. Standards-based grading methods including prompt feedback, opportunity to redo assessments, and clear learning targets were used. A post-survey was used to record any changes of student perceptions of grading practices, ability, grading preference, and teacher instructional methods. The results reveled student perception remained largely unchanged after having been evaluated in a standards-based grading classroom.
Includes bibliographical references
Number of Pages
South Dakota State University
In Copyright - Educational Use Permitted
Tripp, Matthew, "Effects of Standards-Based Grading on Students in Agricultural Education" (2018). Electronic Theses and Dissertations. 2665.
Available for download on Thursday, August 15, 2019