The purpose of this advocacy document is to highlight the need for a pilot program to reform the grading, assessment, and reporting practices of a suburban middle school. In advocating for such a change, the transition from a traditional system of grading to a standards-based system is strongly recommended. The pilot advocacy document includes a review of the literature related to standards-based grading and an analysis of the educational, economic, social, political, moral, and ethical need for the policy change. The document also includes an evaluation of the school’s current grading, assessment, and professional development practices. A detailed implementation timeline and a policy monitoring plan, as well as a budget, are included. This advocated policy calls for improved student learning at Millennium Middle School by shifting from a traditional grading model to a standards-based grading method that more accurately measures and reports student learning, while increasing students’ motivation to learn.
","abstract_html":"<p>The purpose of this advocacy document is to highlight the need for a pilot program to reform the grading, assessment, and reporting practices of a suburban middle school. In advocating for such a change, the transition from a traditional system of grading to a standards-based system is strongly recommended. The pilot advocacy document includes a review of the literature related to standards-based grading and an analysis of the educational, economic, social, political, moral, and ethical need for the policy change. The document also includes an evaluation of the school’s current grading, assessment, and professional development practices. A detailed implementation timeline and a policy monitoring plan, as well as a budget, are included. This advocated policy calls for improved student learning at Millennium Middle School by shifting from a traditional grading model to a standards-based grading method that more accurately measures and reports student learning, while increasing students’ motivation to learn.</p>","abstract_has_math":false,"creators":["Horn, Brian P., 2270699"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Jack Denny","Norman Weston","Elizabeth McDonald"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["Standards-Based Grading","Homework","assessment","policy advocacy","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/196","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jack Denny","Norman Weston","Elizabeth McDonald"]},{"key":"dc:creator","label":"Author","values":["Horn, Brian P., 2270699"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-12-12T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Standards-Based Grading","Homework","assessment","policy advocacy","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/196"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this advocacy document is to highlight the need for a pilot program to reform the grading, assessment, and reporting practices of a suburban middle school. In advocating for such a change, the transition from a traditional system of grading to a standards-based system is strongly recommended. The pilot advocacy document includes a review of the literature related to standards-based grading and an analysis of the educational, economic, social, political, moral, and ethical need for the policy change. The document also includes an evaluation of the school’s current grading, assessment, and professional development practices. A detailed implementation timeline and a policy monitoring plan, as well as a budget, are included. This advocated policy calls for improved student learning at Millennium Middle School by shifting from a traditional grading model to a standards-based grading method that more accurately measures and reports student learning, while increasing students’ motivation to learn.
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