Standards-based grading initiatives have gained favor throughout the 2000s. This study aimed to complete a program evaluation following the transition from a traditional to a standards-based grading system, determining the perceptions of teachers, parents, and students. The context of this study was a suburban middle school with an enrollment of 800 students. A survey was administered to participating teachers, parents, and students. The findings of this mixed methods study indicated overall dissatisfaction with the standards-based grading with noted areas of concern, including communication, student stress, and student motivation. Parents and students had statistically significant differences in responses related to the principles and understanding of standards-based grading. There were no statistically significant differences in reactions associated with equity in grading and proficiencies in navigating standards-based grading. This study recommends additional professional development related to standards-based grading and improved communication between school and home regarding grading practices.
","abstract_html":"<p>Standards-based grading initiatives have gained favor throughout the 2000s. This study aimed to complete a program evaluation following the transition from a traditional to a standards-based grading system, determining the perceptions of teachers, parents, and students. The context of this study was a suburban middle school with an enrollment of 800 students. A survey was administered to participating teachers, parents, and students. The findings of this mixed methods study indicated overall dissatisfaction with the standards-based grading with noted areas of concern, including communication, student stress, and student motivation. Parents and students had statistically significant differences in responses related to the principles and understanding of standards-based grading. There were no statistically significant differences in reactions associated with equity in grading and proficiencies in navigating standards-based grading. This study recommends additional professional development related to standards-based grading and improved communication between school and home regarding grading practices.</p>","abstract_has_math":false,"creators":["Loerakker, Emily"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Karen Tardrew"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-04-01T07:00:00Z","date_published":"2024-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Grading","Standards-based grading","Curriculum and Instruction","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/798","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Karen Tardrew"]},{"key":"dc:creator","label":"Author","values":["Loerakker, Emily"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-01-13T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU 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":["Grading","Standards-based grading","Curriculum and Instruction","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/798"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Standards-based grading initiatives have gained favor throughout the 2000s. This study aimed to complete a program evaluation following the transition from a traditional to a standards-based grading system, determining the perceptions of teachers, parents, and students. The context of this study was a suburban middle school with an enrollment of 800 students. A survey was administered to participating teachers, parents, and students. The findings of this mixed methods study indicated overall dissatisfaction with the standards-based grading with noted areas of concern, including communication, student stress, and student motivation. Parents and students had statistically significant differences in responses related to the principles and understanding of standards-based grading. There were no statistically significant differences in reactions associated with equity in grading and proficiencies in navigating standards-based grading. This study recommends additional professional development related to standards-based grading and improved communication between school and home regarding grading practices.
"]},{"key":"dc:title","label":"Title","values":["Perceptions of a Standards-Based Grading System"]}]}],"canonical_facts":{"dc:contributor":["Dr. Karen Tardrew"],"dc:creator":["Loerakker, Emily"],"dc:date.available":["2024-01-13T08:00:00Z"],"dc:description.abstract":["Standards-based grading initiatives have gained favor throughout the 2000s. This study aimed to complete a program evaluation following the transition from a traditional to a standards-based grading system, determining the perceptions of teachers, parents, and students. The context of this study was a suburban middle school with an enrollment of 800 students. A survey was administered to participating teachers, parents, and students. The findings of this mixed methods study indicated overall dissatisfaction with the standards-based grading with noted areas of concern, including communication, student stress, and student motivation. Parents and students had statistically significant differences in responses related to the principles and understanding of standards-based grading. There were no statistically significant differences in reactions associated with equity in grading and proficiencies in navigating standards-based grading. This study recommends additional professional development related to standards-based grading and improved communication between school and home regarding grading practices.
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