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Abstract
After implementation of a new standards-based grading initiative in one school district, research revealed five prominent issues, and corresponding resolutions were developed to address needed changes in assessment practices.
Additional information
Notes on contributors
Jay C. Percell
Jay C. Percell is an Associate Professor in the School of Teaching and Learning at Illinois State University. He teaches secondary education, and his areas of interest include grading and assessment literacy. Email: [email protected]
Barbara B. Meyer
Barbara B. Meyer is Associate Dean in the College of Education and Associate Professor in the School of Teaching & Learning at Illinois State University. Her research interests include standards-based grading and the university laboratory school concept. Email: [email protected]