{"id":16718,"date":"2019-04-24T12:52:03","date_gmt":"2019-04-24T16:52:03","guid":{"rendered":"https:\/\/umaine.edu\/edhd\/?p=16718"},"modified":"2019-04-29T12:54:38","modified_gmt":"2019-04-29T16:54:38","slug":"education-dive-reports-on-grading-practices-study-by-buchanan","status":"publish","type":"post","link":"https:\/\/umaine.edu\/edhd\/2019\/04\/24\/education-dive-reports-on-grading-practices-study-by-buchanan\/","title":{"rendered":"Education Dive reports on grading practices study by Buchanan"},"content":{"rendered":"

Education Dive<\/a> reported on a study of grading practices by Rebecca Buchanan, an assistant professor of curriculum, assessment and instruction at the University of Maine, and Brad Olsen of University of California Santa Cruz. The study focused on the implementation in two high schools of a model, called Elevate, that emphasizes the sole purpose of grading as a reflection of a student\u2019s mastery of academic skills, eliminating approaches like adding extra credit points or giving zeros for missing assignments, the article states. \u201cMany teacher educators expect that the schools that hire their students will teach the novices how to grade, or they say they do not have time to cover that topic,\u201d according to the study. \u201cBut public secondary schools rarely have standardized, articulable philosophies of grading or provide induction on the topic.\u201d The study reflected teachers\u2019 reactions to the changes in the grading system, and yielded lessons such as allowing teachers to try new grading procedures in a low-stakes setting and taking a whole-school approach, according to Education Dive.<\/p>\n","protected":false},"excerpt":{"rendered":"

Education Dive reported on a study of grading practices by Rebecca Buchanan, an assistant professor of curriculum, assessment and instruction at the University of Maine, and Brad Olsen of University of California Santa Cruz.<\/p>\n","protected":false},"author":135,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_seopress_robots_primary_cat":"5","_seopress_titles_title":"","_seopress_titles_desc":"Education Dive reported on a study of grading practices by Rebecca Buchanan, an assistant professor of curriculum, assessment and instruction at the University of Maine, and Brad Olsen of University of California Santa 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