2026-09-21T11:55:13Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/117800 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Nelson, Jennifer Nelson, Jennifer Roegman, Rachel Pak, Yoon Herrmann, Mary Beth 2022-12 application/pdf en text 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 Cognitive bias in the rubric evaluation of student performance in standards-based grading models Reibel, Anthony R 2022-11-29 Keywords: Cognitive Bias Standards-based Grading Expectancy Bias Attribution Error Racial Bias Heuristics Judgment Student Evaluation Shifting Standards 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. Thesis eng https://hdl.handle.net/2142/117800 Copyright 2022 Anthony R. Reibel Ed.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp