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The purpose of standards-based grading/reporting is to communicate students’ current strengths and areas for improvement relative to course or grade-level standards. It may seem counter-productive to “go back” to using letter grades once a student’s level of learning has been described using an integer scale (i.e. 1-4) with corresponding descriptions of learning. Because some secondary schools may have a need to determine letter grades and grade point averages, the purpose of this post is to describe several ways to make this happen.

Standards-based grading: lock-ins and lecture halls.
(a.k.a. why schools choose to adopt educational practices such as grading that are often different from colleges/universities)

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.

At a few recent workshops I have facilitated, well-intentioned teachers submitted the following questions: How do we hold students accountable for homework? What do we do with students who do not want to reassess? I was delighted to share my personal experience as a teacher and district administrator involved with standards-based grading, however in each

The purpose of this recently published paper is to provide a model for educational leadership faculty who aspire to walk the talk of effective feedback by embedding standards-based grading (SBG) in their courses.