An Interpretative Phenomenological Analysis of High School Students’ Experiences with Competency-Based Learning Grading Reform Efforts
Traditional grading practices represent an antiquated and inequitable system in education. The reliance of external rewards and punishments embedded into a traditional system of grading runs counter to current research about learning, motivation and feedback (O’Connor, 2009). Additionally, tradition...
Saved in:
Main Author | |
---|---|
Format | Dissertation |
Language | English |
Published |
ProQuest Dissertations & Theses
01.01.2020
|
Subjects | |
Online Access | Get full text |
Cover
Loading…
Abstract | Traditional grading practices represent an antiquated and inequitable system in education. The reliance of external rewards and punishments embedded into a traditional system of grading runs counter to current research about learning, motivation and feedback (O’Connor, 2009). Additionally, traditional grading practices adversely impact traditionally marginalized students due to the influence of implicit bias and the inclusion of factors unrelated to academic mastery that overly emphasize the privileges students have or do not have (Feldman, 2018). As schools and districts work to reform grading practices, it will be important to understand the impact that these changes have on students and their opportunities to learn. As a result, this study utilized an Interpretative Phenomenological Analysis (IPA) as a qualitative approach to make sense of the experiences of six high school students who were the recipients of competency-based learning (CBL) grading reform efforts. An analysis of participants’ experiences identified four superordinate themes: (a) the messages a system sends; (b) errors as information; (c) hope is a good thing; and (d) the impact of change on students. Analyzing the data from this study with the literature and through the lens of self-efficacy theory revealed that CBL grading practices promote learning, deeper levels of learning and that they support students in developing a new perspective about learning. One additional takeaway is that students benefit from time and support to transition into a CBL system. The results of this study suggest that CBL practices provide a promising alternative for districts seeking to reform approaches to grading. Proposed recommendations include expanding the implementation of CBL, providing opportunities for educators to collaborate to design and implement a CBL system, and to engage students in CBL change efforts. |
---|---|
AbstractList | Traditional grading practices represent an antiquated and inequitable system in education. The reliance of external rewards and punishments embedded into a traditional system of grading runs counter to current research about learning, motivation and feedback (O’Connor, 2009). Additionally, traditional grading practices adversely impact traditionally marginalized students due to the influence of implicit bias and the inclusion of factors unrelated to academic mastery that overly emphasize the privileges students have or do not have (Feldman, 2018). As schools and districts work to reform grading practices, it will be important to understand the impact that these changes have on students and their opportunities to learn. As a result, this study utilized an Interpretative Phenomenological Analysis (IPA) as a qualitative approach to make sense of the experiences of six high school students who were the recipients of competency-based learning (CBL) grading reform efforts. An analysis of participants’ experiences identified four superordinate themes: (a) the messages a system sends; (b) errors as information; (c) hope is a good thing; and (d) the impact of change on students. Analyzing the data from this study with the literature and through the lens of self-efficacy theory revealed that CBL grading practices promote learning, deeper levels of learning and that they support students in developing a new perspective about learning. One additional takeaway is that students benefit from time and support to transition into a CBL system. The results of this study suggest that CBL practices provide a promising alternative for districts seeking to reform approaches to grading. Proposed recommendations include expanding the implementation of CBL, providing opportunities for educators to collaborate to design and implement a CBL system, and to engage students in CBL change efforts. |
Author | Costa, Matthew J |
Author_xml | – sequence: 1 givenname: Matthew surname: Costa middlename: J fullname: Costa, Matthew J |
BookMark | eNqNzs1Kw0AUBeABFdSad7jgupC_NpllLdEKXYjtvozJTTKS3BvnTtTuXPoKvp5PYgQfwMXhg8NZnEt1Skx4ogKd6XyZ5VEeLRfZuQpE7FMYhjpJwjS-UJ8rgnvy6AaH3nj7ivDQInE_pePGlqaDFZnuKFaAa9jYpoVd2TJ3sPNjheTl--MLivcBnUUqUeDN-hbW3A_op-I4vzGCFWzROLLUwJ0z1a-PWLProagnvFyps9p0gsGfM3V9W-zXm_ng-GVE8YdnHt30RA5xukjTSCc6Tv63-gHLSFfz |
ContentType | Dissertation |
Copyright | Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works. |
Copyright_xml | – notice: Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works. |
DBID | 0-V 054 0BH 0J- 3V. 7XB 88B 8FK AAFGM ABUWG ABWIU ACUIN ADZZV AEUTQ AFKRA AFOLM AGAJT ALSLI AMEAF AQTIP AZQEC BENPR CCPQU CJNVE DWQXO EDUXX EU9 G20 GNUQQ M0P P6D PQCXX PQEDU PQEST PQQKQ PQUKI PRINS Q9U ZAJUX |
DatabaseName | ProQuest Social Sciences Premium Collection【Remote access available】 Dissertations & Theses Europe Full Text: Social Sciences ProQuest Dissertations and Theses Professional Dissertations & Theses @ Northeastern University ProQuest Central (Corporate) ProQuest Central (purchase pre-March 2016) Education Database (Alumni Edition) ProQuest Central (Alumni) (purchase pre-March 2016) ProQuest Central Korea - hybrid linking ProQuest Central (Alumni) Social Science Premium Collection - hybrid linking Education Collection - hybrid linking ProQuest Central (Alumni) - hybrid linking Education Database (Alumni) - hybrid linking ProQuest Central ProQuest Central Student - hybrid linking ProQuest Central Essentials - hybrid linking Social Science Premium Collection (Proquest) (PQ_SDU_P3) ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection ProQuest Women's & Gender Studies - hybrid linking ProQuest Central Essentials AUTh Library subscriptions: ProQuest Central ProQuest One Community College Education Collection ProQuest Central Education Database - hybrid linking ProQuest Dissertations & Theses A&I ProQuest Dissertations & Theses Global ProQuest Central Student ProQuest Education Journals ProQuest Dissertations and Theses A&I: The Humanities and Social Sciences Collection ProQuest Central - hybrid linking ProQuest One Education ProQuest One Academic Eastern Edition (DO NOT USE) ProQuest One Academic ProQuest One Academic UKI Edition ProQuest Central China ProQuest Central Basic ProQuest One Education - hybrid linking |
DatabaseTitle | ProQuest One Education ProQuest Central Student Dissertations & Theses @ Northeastern University ProQuest Central Essentials ProQuest Central (Alumni Edition) ProQuest One Community College ProQuest Central China ProQuest Central ProQuest Central Korea Social Science Premium Collection ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection Education Collection ProQuest Central Basic ProQuest Education Journals ProQuest One Academic Eastern Edition ProQuest Dissertations and Theses Professional ProQuest Dissertations & Theses Global Dissertations & Theses Europe Full Text: Social Sciences ProQuest Social Sciences Premium Collection ProQuest One Academic UKI Edition ProQuest Dissertations and Theses A&I: The Humanities and Social Sciences Collection ProQuest One Academic ProQuest Dissertations & Theses A&I ProQuest Education Journals (Alumni Edition) ProQuest Central (Alumni) |
DatabaseTitleList | ProQuest One Education |
Database_xml | – sequence: 1 dbid: BENPR name: AUTh Library subscriptions: ProQuest Central url: https://www.proquest.com/central sourceTypes: Aggregation Database |
DeliveryMethod | fulltext_linktorsrc |
Discipline | Education |
Genre | Dissertation/Thesis |
GroupedDBID | 0-V 054 0BH 0J- 3V. 7XB 8FK A6X ABUWG AFKRA ALMA_UNASSIGNED_HOLDINGS ALSLI AMEAF AZQEC BENPR CCPQU CJNVE DWQXO EU9 G20 GNUQQ M0P P6D PQEDU PQEST PQQKQ PQUKI PRINS Q9U |
ID | FETCH-proquest_journals_24544193923 |
IEDL.DBID | BENPR |
ISBN | 9798678181657 |
IngestDate | Fri Sep 13 04:29:00 EDT 2024 |
IsPeerReviewed | false |
IsScholarly | false |
Language | English |
LinkModel | DirectLink |
MergedId | FETCHMERGED-proquest_journals_24544193923 |
PQID | 2454419392 |
PQPubID | 18750 |
ParticipantIDs | proquest_journals_2454419392 |
PublicationCentury | 2000 |
PublicationDate | 20200101 |
PublicationDateYYYYMMDD | 2020-01-01 |
PublicationDate_xml | – month: 01 year: 2020 text: 20200101 day: 01 |
PublicationDecade | 2020 |
PublicationYear | 2020 |
Publisher | ProQuest Dissertations & Theses |
Publisher_xml | – name: ProQuest Dissertations & Theses |
SSID | ssib000933042 ssib052988607 |
Score | 3.8228433 |
Snippet | Traditional grading practices represent an antiquated and inequitable system in education. The reliance of external rewards and punishments embedded into a... |
SourceID | proquest |
SourceType | Aggregation Database |
SubjectTerms | Academic Achievement Education Education Policy Educational leadership Grade Inflation Grading High School Students Learning Processes Learning Theories Literature Reviews Outcomes of Education Student Attitudes Student Needs Teaching Methods |
Title | An Interpretative Phenomenological Analysis of High School Students’ Experiences with Competency-Based Learning Grading Reform Efforts |
URI | https://www.proquest.com/docview/2454419392/abstract/ |
hasFullText | 1 |
inHoldings | 1 |
isFullTextHit | |
isPrint | |
link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwfV3LSsNAFL3UdiNufOKjygXdhrwmj1mJralFsJSq0F3JJDO6SrWpgjuX_oK_55c4N83QotDlEAhMZjhn5p6TcwEu_CAOBVOuJULFLab3lJXmoaOHXKSc-SrLSdG9G4T9R3Y7DsYN6Jt_YchWaTCxAup8mlGN3PYYdcvims7tVFAVIJvbly-vFvWPIp21bqaxAS3PZSTYtjrJYDj6e3M348DjcRw6VSpgxGMN2ZrqwiD6B8kVz_S2Yet6RR_fgYYsdqmxcm3C2IOvqwJXfYLvEofPsqAYBYNiaHJGcKqQbBy4SNrE-0WMZfnz-Y3LhOMSqRSLXXN-_rA6mthyrINXn_BmVtnscSTpfIuJUiQy7MN5L3no9i0zj0m9K8vJ8hv6B9AspoU8BNTLoXIZKZXzjHnCT4UrZSr9iClHZLFzBO11bzpe__gENj26oVZFizY057M3eappfC7O6hX6BRrvqDA |
link.rule.ids | 312,786,790,791,21416,33779,43840,74659 |
linkProvider | ProQuest |
linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwfV3LSsNAFL1oulDc-MRH1Qu6DabJ5DErsTW1ahtKrdBdySQzukq0qYI7l_6Cv-eXOJNOaFHochgYmAfnzL33cC7AueMGHiOiYTJPUJPIN2XGqWfJIWUxJY5IUlXR7UVe55HcjdyRTrgVWlZZYWIJ1GmeqBz5hU1Utywq6fzy5dVUXaNUdVW30FiFGnFkqGJArRlG_cHfeL0auzYNAs8qvQB9GkiglgTnuf4_IC7Zpb0JG9cLVfEtWOHZtmqnrKUXO_B1leGiOvCdY_-ZZ8o8ocIurNxFMBeoxBs489fEh5l5ZfHz-Y1zX-MCVQIWW9Wv-cNsSjpLUdutPuHNpBTX44CrXy2GQqjSwi6ctcNhq2NW-xjrt1iM5yfn7IGR5RnfB5SXIFLuC5HShNjMiVmD85g7PhEWSwLrAOrLVjpcPn0Ka51hrzvu3kb3R7Buqxi1TFvUwZhO3vixJPIpO9G39Qs0wadj |
linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwfV1NS8NAEB20BREvfuJH1QG9hqbJZpM9iW1T61cpVaG3kE126ynVpgrePPoX_Hv-EnfTDS0KPS4LC8kM7-3OPN4AnLteQDmRDYtTySyicsqKU2qrJeMxI65MUt3Rve_R7hO5GXpDo3_KjayyxMQCqNNxomvkdYfoaVlM0XldGllEv925eHm19AQp3Wk14zRWoeoT6qkMrzbDXn_w9-1erj2HBQG1C19AnwUKtBXZUc__B8oF03Q2YaO90CHfghWRbevRykaGsQNflxkuKgXfBfafRaaNFEocw9JpBMcStZADZ16b-DAzssx_Pr9x7nGcoy7GYqu8QX9YTUVtKRrr1RFeTQqhPQ6EvuFiKKVuM-zCWSd8bHWt8jsik5d5NP-L7h5UsnEm9gFVQGQqfClTlhCHuzFvCBEL1yfS5klgH0Bt2UmHy7dPYU0FKrq77t0ewbqjn6tFBaMGlenkTRwrTp_yExOsX0W5q6A |
openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adissertation&rft.genre=dissertation&rft.title=An+Interpretative+Phenomenological+Analysis+of+High+School+Students%E2%80%99+Experiences+with+Competency-Based+Learning+Grading+Reform+Efforts&rft.DBID=0-V%3B054%3B0BH%3B0J-%3B3V.%3B7XB%3B88B%3B8FK%3BAAFGM%3BABUWG%3BABWIU%3BACUIN%3BADZZV%3BAEUTQ%3BAFKRA%3BAFOLM%3BAGAJT%3BALSLI%3BAMEAF%3BAQTIP%3BAZQEC%3BBENPR%3BCCPQU%3BCJNVE%3BDWQXO%3BEDUXX%3BEU9%3BG20%3BGNUQQ%3BM0P%3BP6D%3BPQCXX%3BPQEDU%3BPQEST%3BPQQKQ%3BPQUKI%3BPRINS%3BQ9U%3BZAJUX&rft.PQPubID=18750&rft.au=Costa%2C+Matthew+J&rft.date=2020-01-01&rft.pub=ProQuest+Dissertations+%26+Theses&rft.isbn=9798678181657&rft.externalDBID=HAS_PDF_LINK |
thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=9798678181657/lc.gif&client=summon&freeimage=true |
thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=9798678181657/mc.gif&client=summon&freeimage=true |
thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=9798678181657/sc.gif&client=summon&freeimage=true |