standards-based grading, classroom assessment, school leadership
Journal of School Administration Research and Development
Rather than awarding points for a combination of worksheet completion, quiz performance, in-class participation, and essay writing, standards-based grading separates academics from non-academic factors and communicates students' nonprogress towards mastery of course or grade-level standards. Some secondary schools are moving towards standards-based grading (SBG) in an attempt to produce more consistent grading practices, however the empirical evidence resulting from this change is mixed. The purpose of this article is to describe principles of standards-based grading, empirical support of SBG, and several common challenges secondary school leaders may face when considering this philosophical shift. Future research recommendations include exploring the perspectives of college students who graduate from high schools using SBG to understand the longer-term successes and shortcomings of the grading system.
Department of Educational Psychology, Foundations, and Leadership Studies
Original Publication Date
UNI ScholarWorks, Rod Library, University of Northern Iowa
©2019 Matt Townsley. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Townsley, Matt, "Considering Standards-based Grading: Challenges for Secondary School Leaders" (2019). Faculty Publications. 1.