{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/117800"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/117800","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Cognitive bias in the rubric evaluation of student performance in standards-based grading models","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","abstract_has_math":false,"creators":["Reibel, Anthony R"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Nelson, Jennifer","Roegman, Rachel","Pak, Yoon","Herrmann, Mary Beth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-12","date_published":"2022-12","updated_at":"2026-07-22T22:24:56Z","subjects":["Keywords: Cognitive Bias","Standards-based Grading","Expectancy Bias","Attribution Error","Racial Bias","Heuristics","Judgment","Student Evaluation","Shifting Standards"],"languages":["en","eng"],"rights":["Copyright 2022 Anthony R. Reibel"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/117800","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Nelson, Jennifer","Roegman, Rachel","Pak, Yoon","Herrmann, Mary Beth"]},{"key":"dc:creator","label":"Author","values":["Reibel, Anthony R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-12","2022-11-29"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Keywords: Cognitive Bias","Standards-based Grading","Expectancy Bias","Attribution Error","Racial Bias","Heuristics","Judgment","Student Evaluation","Shifting Standards"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Anthony R. Reibel"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/117800"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","The student, Anthony Reibel, accepted the attached license on 2022-11-29 at 13:16.","The student, Anthony Reibel, submitted this Dissertation for approval on 2022-11-29 at 13:24.","This Dissertation was approved for publication on 2022-11-29 at 15:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18673 on 2023-04-12 at 07:35:56","Over the past decades, alternative grading models that rely on teachers' professional judgment of the quality of student work have been embraced as a more equitable method for grading since they claim to provide more specific, timely, and personalized feedback on students' knowledge and growth (Buckmiller et al., 2017; Knight & Cooper, 2019; Muñoz, & Guskey, 2015). These models include competency-based grading, portfolio-based grading, and standards-based grading, with standards-based grading being more widely practiced than the others (Buckmiller et al., 2020; Erickson, 2011; Iamarino, 2014). Proponents of standards-based grading argue that it is less subject to cognitive and racial biases of teachers than conventional grading systems (Feldman, 2019; Quinn, 2020). This study scrutinized this claim by investigating whether standards-based grading models resisted such teacher biases. Specifically, this study investigated racial discrimination, shifted standard bias, and expectancy bias using the quantitative approach of a factorial vignette experiment. Additionally, qualitative feedback to students about their performance was analyzed regarding teachers' attributions for student performance. The findings of this study suggest that using a standards-based rubric to grade and essay did not activate any racial bias; however, expectation bias, a shifted mastery standard, and attribution error were present."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Cognitive bias in the rubric evaluation of student performance in standards-based grading models"]}]}],"canonical_facts":{"dc:contributor":["Nelson, Jennifer","Roegman, Rachel","Pak, Yoon","Herrmann, Mary Beth"],"dc:creator":["Reibel, Anthony R"],"dc:date":["2022-12","2022-11-29"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms","The student, Anthony Reibel, accepted the attached license on 2022-11-29 at 13:16.","The student, Anthony Reibel, submitted this Dissertation for approval on 2022-11-29 at 13:24.","This Dissertation was approved for publication on 2022-11-29 at 15:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18673 on 2023-04-12 at 07:35:56","Over the past decades, alternative grading models that rely on teachers' professional judgment of the quality of student work have been embraced as a more equitable method for grading since they claim to provide more specific, timely, and personalized feedback on students' knowledge and growth (Buckmiller et al., 2017; Knight & Cooper, 2019; Muñoz, & Guskey, 2015). These models include competency-based grading, portfolio-based grading, and standards-based grading, with standards-based grading being more widely practiced than the others (Buckmiller et al., 2020; Erickson, 2011; Iamarino, 2014). Proponents of standards-based grading argue that it is less subject to cognitive and racial biases of teachers than conventional grading systems (Feldman, 2019; Quinn, 2020). This study scrutinized this claim by investigating whether standards-based grading models resisted such teacher biases. Specifically, this study investigated racial discrimination, shifted standard bias, and expectancy bias using the quantitative approach of a factorial vignette experiment. Additionally, qualitative feedback to students about their performance was analyzed regarding teachers' attributions for student performance. The findings of this study suggest that using a standards-based rubric to grade and essay did not activate any racial bias; however, expectation bias, a shifted mastery standard, and attribution error were present."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/117800"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Anthony R. Reibel"],"dc:subject":["Keywords: Cognitive Bias","Standards-based Grading","Expectancy Bias","Attribution Error","Racial Bias","Heuristics","Judgment","Student Evaluation","Shifting Standards"],"dc:title":["Cognitive bias in the rubric evaluation of student performance in standards-based grading models"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:56Z"}