Converting Student Achievements to Letter Grades: Formative Assessment and the BC Performance Standards in Practice

Authors/Contributors
Abstract
Researchers touting the benefits of formative assessment and criterion-referenced assessment rubrics agree that there is no simple, single method for converting student achievements to letter grades. Rubric conversion methods vary considerably in purpose and design and present a challenge for teachers when reporting student progress via formal report cards. In British Columbia, the Ministry of Education’s policy on reporting students’ progress and the BC Performance Standards’ (BCPS) suggested CRA rubrics and language provide direction but also create additional complexity for teachers’ practices when needing to convert student achievement to letter grades. The central question in this research is “How do middle school teachers in School District 43 use the BCPS suggested CRA rubric language and matrix while needing to meet Ministry guidelines for student progress reporting?” The study also aims to discover how middle school teachers use rubrics toward formative and summative assessment for, as and of student learning while promoting a focus on learning rather than letter grades.
Document
Copyright statement
Copyright is held by the author(s).
Permissions
You are free to copy, distribute and transmit this work under the following conditions: You must give attribution to the work (but not in any way that suggests that the author endorses you or your use of the work); You may not use this work for commercial purposes.
Scholarly level
Peer reviewed?
No
Language
Member of collection
Attachment Size
BOZIC_SFU_MEd.pdf 947.47 KB