Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching, Learning, Assessment, and Student Behavior

Abstract

This study explored high school teachers’ perceptions of the effects of standards-based grading (SBG) on planning, instruction, assessment, classroom management, and student behaviors. Findings indicated that despite some infidelity and an initial implementation dip, systemic (SBG) changes made teaching clearer, more purposeful, and more conducive to student needs while enhancing student growth mind-set and ownership. The researchers concluded SBG is a viable reform because it makes teaching and learning more focused, effective, and enjoyable. Findings also led to several recommendations for administrators and teachers.

The Impact of Standards-Based Learning: Tracking High School Students’ Transition to the University

“…The high schools from which these students graduated were not implementing SBL with high fidelity. Only one of the seven students’ descriptions indicated a high degree of fidelity in implementing elements defined as essential by SBL and grading reform advocates (Guskey, 2013, 2014, 2015; Knight & Cooper, 2019; O’Connor, 2018; Rinkema & Williams, 2019; Townsley et al, 2019; Welsh, 2019). Most high schools represented in this study were classified as “moderate” or “low” fidelity, meaning that generally some but not all of the teachers were implementing commonly accepted SBL elements.…”

“…In particular, parents worry that implementing SBG policies and practices may foster “bad habits” that will be detrimental to students’ success when they matriculate to college or university learning environments (Frankin et al, 2016; Murray, 2019; Tellers, 2017). One such bad habit stems from the common practice associated with many SBG programs of allowing students multiple opportunities to demonstrate their achievement of course learning goals or standards (Knight & Cooper, 2019; O’Connor, 2018; Townsley et al, 2019). Some parents believe this practice diminishes students’ motivation to prepare for initial assessments.…”

Losing As and Fs: What works for schools implementing standards-based grading?

“…As such, it is crucial for all teachers to understand the long view when implementing standards-based grading. For instance, a cross-section of teachers implementing standards-based grading report benefitting from more purposeful planning and increased clarity around specific students' academic needs (Knight & Cooper, 2019;Weaver, 2018;Urich, 2012).…”

“…Urich (2012) and Weaver (2018) gradually expanded SBG through multiple grade levels over a multiple year time period rather than working with all grade levels in the school simultaneously. Because philosophical resistance to SBG is widely documented (Hill, 2018;Knight & Cooper, 2019;Weaver, 2018), some school leaders recommend starting with a small pilot group when redesigning grading (Carter, 2016;Feldman, 2019). Establishing frequent feedback loops between early adopting groups and decision-making bodies such as a grading leadership team may be an efficient way to eventually scale up the change.…”

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

“…This is supported by the opinion of experts that teaching knowledge is not merely a matter of telling (Loughran, 2013;Schmidt, Wagener, Smeets, Keemink, & van der Molen, 2015;Worden, 2015). Learning is not an automatic consequence of pouring information into the minds of students (Başkale, Bahar, Başer, & Ari, 2009;Borg & Drange, 2019;Knight & Cooper, 2019). Learning requires mental involvement and work of the students themselves.…”