Is standards-based grading effective?

ABSTRACT

This analysis explores the essential criteria necessary to define standards-based grading (SBG) and to judge its effectiveness. Findings reveal that although many schools today are initiating SBG reforms, there’s little consensus on what “standards-based grading” actually means. As a result, SBG implementation is widely inconsistent due to an array of factors, including varying and uneven guidance provided by SBG proponents. Without precisely knowing what defines SBG and the clear criteria for judging its effectiveness, uncertainty, confusion, frustration, and resistance are leading educators to abandon SBG efforts altogether. The researchers conclude that there are three essential criteria necessary to define SBG and to judge its effectiveness in schools. When these criteria are discussed, applied, and met consistently, findings indicate that SBG can effectively serve its primary purpose—as an important tool for communicating students’ performance with students and parents.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional Resources

• 1. Link, L. J., & Kauffman, K. D. (2021). Are your grading policies legally sound? How to avoid court entanglements when student grades are challenged. School Administrator, 5(78), 45- 48.

This article explores parents’ increasing dissatisfaction with traditional grading practices. Using relevant court rulings, five guidelines are provided to help educators establish grading policies and practices that are not only legally sound but fair, equitable, and meaningful.

• 2. Guskey, T. R. (2020). Get set go! Creating successful grading and reporting systems. Solution Tree.

In this book, Guskey delivers practical, comprehensive, and research-based action steps educators need to make impactful and lasting changes to their grading and reporting practices. Guskey helps readers understand why we need to make grading improvements and how to accomplish them.

• 3. Guskey, T. R., & Brookhart, S. M. (Eds.) (2019). What we know about grading: What works, what doesn’t, and what’s next? Association for Supervision and Curriculum Development.

This book combines over 100 years of grading research and represents the broadest and most comprehensive summary of research on grading and reporting available to date. Four major themes emerge from this research, providing readers evidence-based direction and actionable strategies to improve grading and reporting in their schools.