Honors Theses
Date of Award
Spring 5-9-2024
Document Type
Undergraduate Thesis
Department
Education
First Advisor
Joel Amidon
Second Advisor
Allan Bellman
Third Advisor
Josh Eyler
Relational Format
Dissertation/Thesis
Abstract
The purpose of this research was to compare assessment experiences and find ways to improve those experiences for students in two mathematics classrooms: one classroom that employs Standards-Based Grading and one classroom that uses traditional grading practices. The research examines students’ perceptions regarding their level of preparation, their anxiety levels surrounding assessment, the validity of assessments, and using assessments and grading practices to give accurate indications of student progress in their learning, given the students’ perceptions. Students in both settings voluntarily and anonymously participated in completing pre- and post-assessment free-response surveys which asked questions about students’ assessment experiences. This research concluded that students perceive their assessments to be valid and feel prepared, experience decreased levels of anxiety surrounding assessment, and have lower stakes regarding assessments in the classroom that uses Standards-Based Grading. From this research, I concluded that Standards-Based Grading can provide some support in mathematics classrooms for alleviating testing anxiety, creating more valid assessments, aligning assessment with instruction, and creating a continuous cycle of learning and improvement, which improves the assessment experience for students overall.
Recommended Citation
Mayes, Emily, "A Comparison of Assessment Experiences between Standards-Based Practices and Traditional Practices within Secondary Mathematics Classrooms" (2024). Honors Theses. 3057.
https://egrove.olemiss.edu/hon_thesis/3057