Cognitive bias in the rubric evaluation of student performance in standards-based grading models

Reibel, Anthony R

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https://hdl.handle.net/2142/117800 Copy

Description

Title

Cognitive bias in the rubric evaluation of student performance in standards-based grading models

Author(s)

Reibel, Anthony R

Issue Date

2022-11-29

Director of Research (if dissertation) or Advisor (if thesis)

Nelson, Jennifer

Doctoral Committee Chair(s)

• Nelson, Jennifer
• Roegman, Rachel

Committee Member(s)

• Pak, Yoon
• Herrmann, Mary Beth

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Keywords: Cognitive Bias
• Standards-based Grading
• Expectancy Bias
• Attribution Error
• Racial Bias
• Heuristics
• Judgment
• Student Evaluation
• Shifting Standards

Language

eng

Abstract

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.

Graduation Semester

2022-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/117800

Copyright and License Information

Copyright 2022 Anthony R. Reibel

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