An Education Leadership Program‘s Continuous Improvement Journey Toward a Standards-Based System

Abstract

The purpose of this qualitative case study was to evaluate the
perceptions of graduate students enrolled in an education leadership
program that used standards-based grading (SBG), about their
perceptions of the effectiveness of SBG and their inclination to use it
later in their own classrooms. Data and conclusions from this study will
help the authors refine the ways they are using SBG in their courses and
programmatically. Results indicated that SBG facilitated ownership of
learning and deep levels of thinking and engagement. Students
observed that they benefitted from the ongoing and substantive
formative feedback, which they report is often neglected, even in their
professional evaluation processes. Further, they reported the ability to
better track their progress toward standards. In spite of these benefits,
students were mixed in their predictions as to whether they would
ultimately incorporate SBG in their own classrooms. As such, the
authors have committed to a more comprehensive transition to a
standards-based learning, assessment, and grading model in their
educational leadership program. They have expanded their inquiry of
SBG‘s effects, and have advanced discussion about its appropriateness
in other areas of the university. Ultimately, they encourage others in
higher education to become more conversant in SBG principles and to
conduct classes in a manner consistent with preparing educators for
standards-based environments.