Date of Award

Fall 11-13-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Philip Pendley

Second Advisor

Minda Stackelhouse

Third Advisor

Robert Hill

Abstract

Purpose: The purpose of this policy Delphi study was to identify the strategies California K-12 expert principals deem necessary for the implementation of a transition from a traditional grading and reporting system to a standards-based grading and reporting system, utilizing a panel of expert principals to rate the importance of the identified strategies and to recommend the best methods of implementing the five most important strategies.

Methodology: The Delphi method was utilized in this study. An expert panel of California K-12 principals was assembled, and three rounds of electronic surveys were administered. The first-round results identified strategies for implementing a transition from a traditional grading and reporting system to a standards-based grading and reporting system. Round 2 results rated each strategy on importance. Round 3 results provided explanations on implementing the five most important strategies.

Findings: An analysis of the first-round survey identified 16 unique strategies for implementing a transition from a traditional grading and reporting system to a standards- based grading and reporting system. During the second-round survey, the expert panel rated the five most important strategies as: (a) align student information system with standards-based grading; (b) teachers lead the planning and implementing of standards- based grading and reporting; (c) professional development for teachers; (d) educate parents on standards-based grading and reporting; and (e) coaching from peers and experts. The third-round survey determined the best methods for implementing the five most important strategies.

Conclusion: According to the expert panel, principals should: (a) ensure their school’s student information system is aligned to standards-based grading and reporting; (b) allow teachers to lead the planning and implementing of standards-based grading and reporting; (c) provide professional development for teachers on standards-based grading and reporting; (d) educate parents on standards-based grading and reporting; and (e) provide opportunities for coaching from peers and experts.

Recommendations: The study recommends four areas for further research to further the body of knowledge concerning the implementation of standards-based grading and reporting.

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