Dissertations and Theses @ UNI

Availability

Open Access Dissertation

Abstract

Many schools have transitioned from traditional grading practices to standards-based grading practices. A central feature of standards-based grading is the use of feedback to move learning forward. When students feel connected to their teachers, they are more likely to engage with feedback and improve their performance. The purpose of this study was to explore how midwestern high school students characterize their experience with standards-based grading, utilize teacher feedback, and perceive the impact of these practices on teacher-student relationships. Three research questions guided this study: (1) How do midwestern high school students characterize their experience with standards-based grading? (2) How do midwestern high school students who participate in standards-based grading make use of teacher feedback? (3) How do midwestern high school students who participate in standards-based grading describe their relationship with their teachers? A qualitative phenomenological design was applied to capture the lived experiences of students. Data was collected through a combination of focus groups and semistructured one-on-one interviews and was analyzed using descriptive code to identify themes. Five themes emerged from this study: (a) standards-based grading increases clarity and opportunity, (b) reassessment – helpful but can be misused, (c) student ambivalence towards standards-based grading, (d) feedback – when it is timely and specific, it’s valuable, and (e) communication and relationships matter. This study contributes to understanding how students perceive standards-based grading, offering insights into how standards-based grading and teacher feedback influence student learning and relationships in secondary education.

Year of Submission

2025

Degree Name

Doctor of Education

Department

Department of Curriculum and Instruction

First Advisor

Matt Townsley

Date Original

2025

Object Description

1 PDF file (x, 102 pages)

Language

en

File Format

application/pdf

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