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Hay, Catherine

Much excellent work has been done in recent years in the movement toward standards- or outcomes-based grading. There are still a few persistent misconceptions about outcomes-based assessment, such as it leads to students “getting away with” late work, poor attendance, and academic dishonesty, and watered down standards. Concurrently, many schools have adopted a system of school-wide positive behaviour supports (PBIS). Many schools in BC now have their own acronym of behaviour expectations which suggests that PBIS has become widely accepted, and there is evidence, both anecdotal and empirical, that such schools have had success in increasing the frequency of expected behaviours while decreasing the number of office referrals for behaviour problems. PBIS, while not without criticism, can be used to create a safe, welcoming, and productive environment in the classroom. The goal of this paper is to show that PBIS can dovetail with standards-based grading to address the attitude and behavioural concerns that are being taken out of the arena of grading. The intention is to demonstrate that a combination of standards-based assessment practices with positive behaviour supports is consistent with the values of home economics education and can result in improved student learning and student behaviour.

Text

University of British Columbia. EDCP 590

Vancouver : University of British Columbia Library

10.14288/1.0437729

Education, Faculty of; Curriculum and Pedagogy (EDCP), Department of

Graduate

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