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

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

Copyright and License Information

Copyright 2022 Anthony R. Reibel

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