Implementation of standards-based grading (SBG) practices can be a high benefit, low-cost initiative that directly impacts student achievement and growth. This case study aimed to determine if the theoretical value of SBG outlined in research aligns to the students’ perspectives of its value on academic learning, growth and development of 21st century skills. Secondary students were interviewed and responses were organized into three themes: development of 21st century learner attributes, strengths of SBG and areas to improve. Results revealed that SBG supports individualized learning pace, development of a growth mindset, emotional well-being, student to teacher collaboration and 21st century learner attributes such as self-monitoring, self-assessment and self-directed learning. Areas of change include continued parent education, teacher consistency across classrooms, and clarification of success criteria and rate of growth relative to enduring standards.
","abstract_html":"<p>Implementation of standards-based grading (SBG) practices can be a high benefit, low-cost initiative that directly impacts student achievement and growth. This case study aimed to determine if the theoretical value of SBG outlined in research aligns to the students’ perspectives of its value on academic learning, growth and development of 21<sup>st</sup> century skills. Secondary students were interviewed and responses were organized into three themes: development of 21st century learner attributes, strengths of SBG and areas to improve. Results revealed that SBG supports individualized learning pace, development of a growth mindset, emotional well-being, student to teacher collaboration and 21<sup>st</sup> century learner attributes such as self-monitoring, self-assessment and self-directed learning. Areas of change include continued parent education, teacher consistency across classrooms, and clarification of success criteria and rate of growth relative to enduring standards.</p>","abstract_has_math":false,"creators":["Blackley, Michelle"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Donald Angelaccio","Christine Nelson","Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-06-01T07:00:00Z","date_published":"2022-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["standards-based grading","21st century learner attributes","self-assessment","self-directed learning","self-monitoring","growth","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/656","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Donald Angelaccio","Christine Nelson","Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Blackley, Michelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["standards-based grading","21st century learner attributes","self-assessment","self-directed learning","self-monitoring","growth","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/656"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Implementation of standards-based grading (SBG) practices can be a high benefit, low-cost initiative that directly impacts student achievement and growth. This case study aimed to determine if the theoretical value of SBG outlined in research aligns to the students’ perspectives of its value on academic learning, growth and development of 21st century skills. Secondary students were interviewed and responses were organized into three themes: development of 21st century learner attributes, strengths of SBG and areas to improve. Results revealed that SBG supports individualized learning pace, development of a growth mindset, emotional well-being, student to teacher collaboration and 21st century learner attributes such as self-monitoring, self-assessment and self-directed learning. Areas of change include continued parent education, teacher consistency across classrooms, and clarification of success criteria and rate of growth relative to enduring standards.
"]},{"key":"dc:title","label":"Title","values":["A Case Study Of Secondary Students' Perspectives On Standards-Based Grading And The Development Of 21st Century Learner Attributes"]}]}],"canonical_facts":{"dc:contributor":["Donald Angelaccio","Christine Nelson","Elizabeth Minor"],"dc:creator":["Blackley, Michelle"],"dc:date.available":["2022-05-05T07:00:00Z"],"dc:description.abstract":["Implementation of standards-based grading (SBG) practices can be a high benefit, low-cost initiative that directly impacts student achievement and growth. This case study aimed to determine if the theoretical value of SBG outlined in research aligns to the students’ perspectives of its value on academic learning, growth and development of 21st century skills. Secondary students were interviewed and responses were organized into three themes: development of 21st century learner attributes, strengths of SBG and areas to improve. Results revealed that SBG supports individualized learning pace, development of a growth mindset, emotional well-being, student to teacher collaboration and 21st century learner attributes such as self-monitoring, self-assessment and self-directed learning. Areas of change include continued parent education, teacher consistency across classrooms, and clarification of success criteria and rate of growth relative to enduring standards.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/656"],"dc:subject":["standards-based grading","21st century learner attributes","self-assessment","self-directed learning","self-monitoring","growth","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching"],"dc:title":["A Case Study Of Secondary Students' Perspectives On Standards-Based Grading And The Development Of 21st Century Learner Attributes"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}