Standard Based Grading And Academic Achievement Among Students With Individual Education Plan

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Standard Based Grading and Academic Achievement among students with Individual Education Plans Nesha Sanders University of the Cumberlands Chapter One: Introduction This study will describe how standard based grading can affect academic achievement in students that have an Individual Education Plan (IEP). Standards-based grading measures as student’s proficiency based on their ability to perform a skill set forth by a state standard. When standards-based grading is implemented students are given clear cut rubrics that outline specific standards that they are assessed on. Subjective grading, i.e. extra credit, participation, getting assessments signed, etc. are not an effective way to measure student achievement because they do…show more content…
For students, and parents of children with Individualized Education Plans, accurate information on learning progress is essential for understanding effectiveness of academic achievement Background for the Study – Most students with disabilities (approximately 85% or more) have disabilities that may create barriers to their learning but do not prevent them from learning to the same standards as other students, if they receive appropriate supports and accommodations (*citation reference 2). Low performing students have always struggled with self-confidence and achieving success in the classroom. Self-regulated performance or performance effort is largely a student responsibility; various external factors have been shown to affect it. These factors often tend to vary as function of the student’s self-beliefs in his or her competence to perform (Tuckman & Sexton, 1991). Working in groups also appears to enhance the performance of this average group while engaging in goal setting seems to motivate those with low perceived self-competence (Tuckman & Sexton 1991). Students with disabilities may struggle with accessing the content standard at grade level because they lack the foundational skills needed to interact with the material at a higher level of cognitive complexity (Graham & Harris, 2013). Therefore, it is important for special education teachers to understand the concepts addressed within the

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