Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching, Learning, Assessment, and Student Behavior. (March 2019)

• Record Type: Journal Article
• Authors: Knight, Megan; Cooper, Robyn
• Is Part Of: NASSP bulletin. Volume 103:Number 1(2019:Jan.)
• Page Start: 65
• Page End: 92
• Publication Date: 2019-03
• Subjects: standards-based grading -- classroom management -- student behavior -- instruction -- assessment; High schools -- Administration -- Periodicals; School management and organization -- United States -- Periodicals; High school principals -- United States -- Periodicals; High school principals -- Periodicals; Education, Secondary -- Periodicals; 373.12097305
• DOI: 10.1177/0192636519826709
• Languages: English
• ISSNs: 0192-6365

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.