Standards based report card: teachers' perception on the development, transition, and implementation

Unrestricted The implementation of the standards based report card signifies one of the ways in which standards based education is being addressed in public schools throughout the country. The purpose of this qualitative case study was to investigate teachers perceptions of the effectiveness of the standards based report card in K-5 public schools. The research question which guided this work was, What are the major successes and challenges facing teachers who are implementing the standards based report card ? Within the umbrella of this research question, sub-questions were developed to gain deeper insight into the challenges facing teachers in transitioning from a letter grade system to a standards based system as well as theirperception towards the implementation of the standards based report card.; I selected one K-5 school in Southern California for my study. The school district was selected because they implemented the standards based report card district wide at the K-5 elementary school level in 2004. The school was also selected because of their marked increase in Academic Performance Index (API) since the inception of the standards based report card in 2004 as well as their recognition as a California Distinguished School in 2006 and a Title I Academic Achievement School. Interviews were conducted with teachers as well as the school principal.; After a detailed analysis of the data collected from this study, the following thematic underpinnings were identified within each sub-question:a) What issues arise through the transition process from a traditional grade reporting system to a standards based grading system?1. Changes in Scoring Practices2. Parents: Communication, Understanding, Perceptionb) How do educators perceive the standards based report card has impacted teaching and learning?1. Teachers' Understanding of the Purpose Behind the Implementation of the Standards Based Report Card2. Teachers' Perceptions as to the Effectiveness of the Standards Based Report Card3. Student Motivationc) How does the standards based report card impact and transform daily assessment in the classroom?1. Articulation and Alignment2. Changes in Teaching Methodology3. Students Preparedness for California Standardized Tests; Based on my findings, the support for the standards based report card was a prominent theme, despite the challenges in scoring, consistency, and communication. Furthermore, most of the teachers believed that the standards based report card was the logical and necessary next step in aligning state standards to student achievement. My suggestions for future research include a large scale analysis of the impact the standards based report card has had on student achievement on a district wide level, in addition to further studies on the development and implementation of hybrid report cards, which contain a combination of both letter grades and standards based scores at the elementary and middle school level.【无限制说明】基于标准的成绩单（standards based report card）的推行，是全美公立学校落实基于标准的教育（standards based education）的途径之一。本项定性案例研究（qualitative case study）的目的，在于探究K-5段公立学校教师对基于标准的成绩单实施成效的认知。本研究的核心研究问题为：推行基于标准的成绩单的教师面临的主要成效与挑战是什么？围绕该核心研究问题，研究团队设计了一系列子问题，以更深入地了解教师从字母评分体系转向基于标准的评分体系时面临的挑战，以及他们对基于标准的成绩单实施的认知。 本研究选取了南加州的一所K-5段公立学校作为研究对象。该学区之所以入选，是因为其于2004年在全学区K-5段小学全面推行基于标准的成绩单。该校入选的另一原因是，自2004年推行基于标准的成绩单以来，其学业表现指数（Academic Performance Index, API）实现了显著增长，且该校先后于2006年获评加州杰出学校（California Distinguished School）以及《Title I 法案》学业成就学校（Title I Academic Achievement School）。研究人员对该校教师及校长进行了访谈。 在对本研究收集的数据进行详细分析后，研究人员针对每个子问题提炼出了如下核心主题： a) 从传统成绩报告体系向基于标准的评分体系转型过程中会出现哪些问题？ 1. 评分实践的变革 2. 家长层面：沟通、认知与态度 b) 教育工作者如何看待基于标准的成绩单对教学与学习产生的影响？ 1. 教师对推行基于标准的成绩单的核心目的的认知 2. 教师对基于标准的成绩单实施成效的认知 3. 学生学习动机 c) 基于标准的成绩单如何影响并变革课堂日常评价？ 1. 内容衔接与一致性 2. 教学方法的变革 3. 学生应对加州标准化考试的准备情况 基于研究结果，尽管在评分、一致性及沟通方面仍存在挑战，但教师对基于标准的成绩单的支持仍是核心主题之一。此外，大多数教师认为，基于标准的成绩单是将州立课程标准与学生学业表现相衔接的合乎逻辑且必要的下一步举措。本研究对未来研究的建议包括：开展大规模分析，以探究全学区范围内基于标准的成绩单对学生学业表现的影响；此外，还可进一步研究融合型成绩单（hybrid report cards）的开发与实施——这类成绩单在中小学阶段同时包含字母评分与基于标准的评分结果。