In 2025, I published four new articles related to grading. The references and abstracts/summaries are below, and when possible, a link to the full article is also provided.
The benefits of transitioning to alternative grading practices often take time to emerge.
Morris, S. R., & Townsley, M. (2025). Traditional vs modern-grading practices: A comparative case study. Journal of Educational Leadership in Action, 9(3). Article 5. https://doi.org/10.62608/2164-1102.1169
Dr. Morris and I explore the influences of traditional and modern grading systems on ninth-grade students’ academic and psychological outcomes. Employing quantitative and qualitative methods, including OLS regressions and focus group discussions, our research investigates student attitudes towards grading practices at two contrasting schools—one utilizing traditional grading methods and the other a more modern, progressive, standards-based approach. Findings suggest that while modern grading practices are favored for their fairness and focus on mastery, they do not significantly enhance academic outcomes or student well-being in the short term. The study highlights the complex implications of grading reforms and underscores the need for broader, more inclusive educational evaluations.
Attempts to make testing more “objective” by removing the human element overlook the essential role human judgment plays in accurate assessment.
O’Connor, K., & Townsley, M. (2025). Busting myths about professional judgment and subjectivity to improve classroom assessment. Phi Delta Kappan, 106(7,8), 13-16. https://kappanonline.org/busting-myths-about-professional-judgment-and-subjectivity-in-assessment/
In our experiences supporting thousands of classroom teachers, we have observed a variety of classroom assessment practices based on myths related to professional judgment and subjectivity. Within this Kappan article, Ken O’Connor and I debunk many of these myths by looking at current scholarly research and best practices.
Standards-based grading practices can support the development and utilization of SEL skills
Skaar, N., & Townsley, M. (2025). Integrating social-emotional learning and standards-based grading: Principles, barriers and future directions. Social and Emotional Learning: Research, Practice, and Policy, 5, 100076. https://doi.org/10.1016/j.sel.2024.100076
When one of my university colleagues, Dr. Skaar came back from a national conference a couple of years ago with the idea to write this article, I had a good feeling about how it would turn out. Published in the primary international destination for research on the science, practice, and policy in the field of SEL, our paper draws parallels between CASEL’s five core competencies of SEL and the guiding principles of standards-based grading.
What math leaders need to know—and do—about grading reform
Townsley, M. & Lang, C. (2025). Navigating math grading reforms: Key considerations for educational leaders. The Mathematics Educator, 33(1). https://doi.org/10.63301/tme.v33i1.3621
In this paper, Dr. Chad Lang and I describe what mathematics leaders need to know about grading reform and what mathematics leaders should do to support teachers in implementing grading reform. By developing teachers’ deeper understanding of curriculum, instruction, and assessment, assisting teachers in shifting mindsets from quantifying to qualifying learning, and improving math proficiency communication, leaders can better navigate grading reform in their schools.
Note: For a separate list of the top standards-based grading articles from 2025 that I did not author, click here.
Looking ahead to 2026, I have a handful of articles and books in progress and look forward to sharing them with you in this space!