Top 3 standards-based grading articles (2023)

Following the tradition of previous years here on the blog, it is time to sift through the list of published literature from the 2023 and highlight the top articles of the year.

The following is a list of what I believe are the top three articles from 2023 (in alphabetical order by lead author’s last name) related to standards-based grading. Following each citation is the article abstract or my summary of the abstract.

  1. Ketsman, O, & Reeves, T. (2023). Standards-based grading in a small, suburban district:               Teacher education, confidence, and implementation. Journal of School Administration Research & Development, 8(2), 65-75. https://www.ojed.org/index.php/JSARD/article/view/5565

    This examined K–12 teachers’ implementation of SBG practices in a small, suburban Midwestern school district, as well as their perceptions of and confidence in implementing SBG. The findings include teachers’ prior opportunities to learn about SBG practices formally and informally were variable. Participation in both pre-service and in-service opportunities to learn about SBG were moreover related to SBG implementation, and these relationships were partially or fully mediated by teachers’ confidence in implementing SBG practices.
  2. Larsen, A. (2023). Investigating the potential benefits of standards-based grading practices at urban secondary schools in Southern Utah: A qualitative study. Journal of Nonprofit Innovation, 3. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1076&context=joni 

    The participants in this qualitative research study included ten teachers, four parents, and two secondary school principals who have experienced both the letter and standards-based grading methods in recent year. Results from this study highlight the difficulty in transitioning to standards-based grading methods because letter grading is a familiar system rooted in tradition.
  3. Williams, M. J. (2023). Teacher perceptions of differentiated instruction in a standards-based grading middle school. Educational Research: Theory and Practice, 34(1), 129-150. https://www.nrmera.org/wp-content/uploads/2023/03/V34-1_9-Williams-Teacher-Perceptions-of-Differentiated-Instruction.pdf

    This qualitative study was designed to better understand teacher perceptions of differentiated instruction in a standards-based grading middle school. Teachers’ perceptions of differentiated instruction and SBG were mixed due to a multitude of reasons such as accurate implementations, perspectives of the educational system, student motivations, assessments, and student needs.

What grading articles from 2023 would you add to this list?

Also, see my previous “top” articles lists:

Standards-based grading articles published in 2022 by Dr. Matt Townsley

In 2022, I published three new articles related to grading. The references and abstracts/summaries are below, and when possible, a link to the full article is also provided.

Inequitable grading practices produce inequitable results.

Griffin, R., & Townsley, M. (2022). Including homework and employability skills in class grades: An investigation of equitable outcomes in an urban high school. Practical Assessment, Research, and Evaluation, 27(1). https://scholarworks.umass.edu/pare/vol27/iss1/27/  

Dr. Griffin and I sought to determine how employability and homework scores within traditional points and percentages weighted grading models impact grades from an equity lens. This study analyzed 779 students’ semester math grades at an urban high school to see if students’ grades were inflated or deflated due to including homework and employability scores in the grade. The results revealed clear
divides between white students and black/Hispanic students as well clear differences for high and low socioeconomic students. Also highlighted from this study was that final grades were mostly inflated for all subgroups when homework and employability scores were included.

A three-category model for emergency remote learning grading guidelines for K-12 schools.

Townsley, M., & Kunnath, J. (2022). Exploring state department of education grading guidance during COVID-19: A model for future emergency remote learning. Education Policy Analysis Archives, 30,(163). https://doi.org/10.14507/epaa.30.7448 

Dr. Kunnath and I explored the components of state department of education (DOE) grading guidance during the Spring 2020 school shutdown, along with the patterns of guidance across states. We applied a grounded theory approach to systematically explore the equivalent of 1,444 pages of documents from 48 state DOE guidelines. The document analysis resulted in three primary categories that influenced state DOE grading guidance: guiding principles, student advancement, and determining grades. We presented and discussed a three-category model for emergency remote learning grading guidelines for K-12 schools. In the event of another pandemic temporarily affecting the delivery of education to students, policymakers may use this model as a starting point for future recommendations.

Debunking standards-based grading implementation myths in secondary science classrooms

Wilcox, J. & Townsley, M. (2022). Debunking myths of standards-based grading: Addressing the concerns and providing some strategies for implementing alternative grading practices. The Science Teacher, 90(1), 29-33. [Available online]

Dr. Wilcox and I wrote this practitioner-friendly article for NSTA’s The Science Teacher. In our experience, some science teachers may be hesitant to implement standards-based grading. The purpose of this article is to address seven implementation myths and provide strategies for effectively implementing SBG in the science classroom.

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Looking ahead to 2023, I have a handful of articles and books in progress and look forward to sharing them with you in this space!

Top 4 Standards-Based Grading Articles (2022)

As 2022 comes to a close, it time to sift through the list of published literature from the past twelve months. This year’s list is surprisingly short, but I will leave it up to readers to speculate why! Note to returning readers: Once again this year I chose not to include any articles that I authored or co-authored, and will instead highlight those separately in the near future.

The following is a list of what I believe are the top four articles from 2022 (in alphabetical order by lead author’s last name) related to standards-based grading. Following each citation is the article abstract or my summary of the abstract.

  1. Fergus, S., & Smith, C. P. (2022). Characteristics of proficiency-based learning and their impacts on math anxiety in the middle grades. Research in Middle Level Education Online, 45(4), 1-19. https://doi.org/10.1080/19404476.2022.2045810

    This study analyzed the relationship between specific characteristics of proficiency-based learning and middle school students’ anxiety about mathematics. The authors found that reassessment was the characteristic of proficiency-based learning most closely associated with alleviating students’ anxiety. They also found that math anxious students can benefit from effective feedback and clear learning objectives, particularly when presented simultaneously.
  2. Guskey, T. R. (2022). Can grades be an effective form of feedback? Phi Delta Kappan, 104(3), 97-108. [Available online]

    Although grades are often portrayed as detrimental to students’ motivation and interest in learning, closer analysis of the evidence indicates that when used appropriately, grades can be a meaningful and effective form of feedback. Thomas R. Guskey clarifies how studies on grades are frequently misinterpreted, explains how grades offer important but insufficient information on students’ learning progress, and describes conditions that must be met for grades to serve as a meaningful and effective form of feedback for students.
  3. Link, L.J.. & Guskey, T. R. (2022). Is standards-based grading effective? Theory into Practice. [Available online]

    Although many schools today are initiating SBG reforms, there’s little consensus on what “standards-based grading” actually means. As a result, Guskey and Link propose that SBG implementation is widely inconsistent due to an array of factors, including varying and uneven guidance provided by SBG proponents. The researchers conclude that there are three essential criteria necessary to define SBG.
  4. Morris, S. M., & Barton, A. L. (2022). Can offering more grade control improve middle school students’ motivation? The Clearinghouse: A Journal of Educational Strategies, Issues and Ideas. https://doi.org/10.1080/00098655.2022.2051416

    In this mixed-methods, quasi-experimental study, the authors compared specifications grading (SG) with traditional grading methods among 69 low-income, 8th grade math students. Results indicate that students in SG classes have greater anticipation of success, greater interest, and trended toward a greater sense of self-efficacy than those in traditionally graded classes. Qualitative remarks from SG participants indicate a greater sense of control and decreased stress in math, as well as an emphasis on learning over performance. Although further research is needed, the results offer instructional implications regarding ways to offer students more control through grading systems.

What grading articles from 2022 would you add to this list?

Also, see my previous “top” articles lists:

Top 5 Standards-Based Grading Articles (2021)

As 2021 comes to a close, it time to sift through the list of published literature from the past twelve months. This year’s list includes a combination of articles written for practitioners as well as articles published in academic journals. Note to returning readers: This year I chose not to include any articles that I authored or co-authored, and will instead highlight those separately in the near future.

The following is a list of what I believe are the top five articles from 2021 (in alphabetical order by lead author’s last name) related to standards-based grading.

  1. Guskey, T. R. (2021). Undoing the traditions of grading and reporting. The School Administrator, 78(5), 32-35. [Available online]

    Dr. Guskey discusses how some schools revised their grading practices during COVID-19 and how this might continue in 2021 and beyond. Specifically, he suggests schools should use fewer grade categories and report multiple grades to enhance the meaning, reliability, and accuracy of communicating student learning.
  2. Lehman, E. E. (2021). Leading leaders in rethinking grading: A case study of implementation of standards-based grading in educational leadership. Journal of Research Initiatives, 5(3). [Available online]

    The purpose of this paper is to share the process of how one university instructor worked toward a shift to standards-based grading (SBG) in a graduate Educational Leadership program. Dr. Lehman shares best practices in grading as well as the challenges of implementation of standards-based grading.
  3. Link, L. J., & Kauffman, K. D. (2021). Are your grading policies legally sound? How to avoid court entanglements when student grades are challenged. School Administrator, 5(78), 45- 48. [Available online]

    In this article written for the national school superintendent professional association (AASA), Link and Kauffman offer five guidelines derived from relevant court rulings to help school leaders establish grading policies and practices that not only are legally sound but also equitable and meaningful.
  4. Percell, J. C., & Meyer, B. B. (2021). Resolutions for a new paradigm: Addressing common issues in standards-based grading. Kappa Delta Pi Record, 57(4), 185-190. [paywall access]

    After implementation of a new standards-based grading initiative in one school district, the authors’ research revealed five prominent issues, and corresponding resolutions were developed to address needed changes in standards-based grading.
  5. Wakeman, S. Y., Thurlow, M., Reyes, E., & Kearns, J. (2021). Fair and equitable grading for ALL students in inclusive settings. Inclusive Practices. Available first online at https://doi.org/10.1177/27324745211055398

    In this article, the authors examine the four criteria for high-quality inclusive grading outlined by The William & Mary Training & Technical Assistance Center for grading within the inclusive classroom: (a) grades are accurate, (b) grades are meaningful, (c) grades are consistent, and (d) grades are supportive of learning and discuss how these criteria could be applied to provide a more fair and equitable grading system for students with significant cognitive disabilities.

What grading articles from 2021 would you add to this list?

Also, see my previous “top” articles lists:

Top 5 standards-based grading articles (2019)

In the past, I curated and recommended lists of standards-based grading books and articles for practitioners and fellow researchers to read. A bulleted list of links to these lists is below.

A year has passed, therefore it was once again time to sift through the research and commentary from the past twelve months. Without further ado, I present to you the top five (5) articles written in the area of standards-based grading practices (in alphabetical order by lead author’s last name).

  1. Battistone, W., Buckmiller, T., & Peters, R. (2019). Assessing assessment literacy: Are new teachers prepared to assume jobs in school districts engaging in grading and assessment reform efforts? Studies in Educational Evaluation, 62, 10-17 https://doi.org/10.1016/j.stueduc.2019.04.009

    As school leaders embark upon grading shifts, they may question whether or not new teachers are prepared to engage in this type of work. This study suggests teacher education training on assessment is inconsistent at best with several corresponding implications for educators.
  2. Feldman, J. (2019). Beyond standards-based grading: Why equity must be part of grading reform. Kappan, 100(8), 52-55. [Available online]

    Joe Feldman lays out a clear argument for traditional grading as a means of perpetuating inequity. Beyond the typical psychometric, social, and logical arguments for standards-based grading, Feldman incorporates a number of helpful examples of how institutional grading bias can and should be overcome in order to create a more equitable learning environment for all students.
  3. Knight, M. & Cooper, R. (2019). Taking on a new grading system: The interconnected effects of standards-based grading on teaching, learning, assessment, and student behavior. NASSP Bulletin, 103(1), 65-92. https://doi.org/10.1177/0192636519826709

    One often overlooked reason for implementing standards-based grading is how it benefits teachers’ instructional practices. Teachers interviewed in this study report a number of benefits including a more coherent focus in their teaching, and a sense of more purposeful instruction that is more conducive to student needs while enhancing student growth mind-set and ownership.
  4. Guskey, T. R. & Link, L. (2019). The forgotten element of instructional leadership: Grading. Educational Leadership, 76(6).  [Available online]

    Many school leaders may not consider shifts in grading because they lack training on effective grading practices and/or teacher evaluation systems do not often prioritize grading. The authors suggest school leaders study effective grading policies and practices, promote teacher collaboration focused on grading, and clarify the purpose of grading throughout the school. I highly recommend all school leaders take the time to read this article in 2020.
  5. Townsley, M., Buckmiller, T., & Cooper, R. (2019). Anticipating a second wave of standards-based grading implementation and understanding the potential barriers: Perceptions of high school principals. NASSP Bulletin, 103(4), 281-299. https://doi.org/10.1177/0192636519882084

    Full disclosure: This was one of several articles I authored or co-authored on grading in 2019, but it was my favorite one, so I could not leave it off the list!
    Our research followed up on a study from 2014 to identify the challenges secondary school leaders experience when changing the currency of the classroom from points to learning. The results indicated that the game is changing and a new wave of SBG implementation is on the horizon.

What articles would you add to this list from 2019?

Top 5 Standards-Based Grading Books (2016-2018)

In early 2016, I listed what I thought were the top ten books written about effective grading practices. Many books have been written about standards-based grading in the last three years, however I wanted to highlight five that have impacted me the most.

Here we go!

  1. O’Connor, K. (2018). How to grade for learning, K-12 (4th ed.). Thousand Oaks, CA: Corwin Press.
    Ken O’Connor has written a fourth edition to what may be the most widely read book on effective grading practices, which is why the third edition was noted on my initial top ten list. Beyond the theory behind each of the grading guidelines are implementation examples from schools across the world.
  2. Rinkema, E. A. & Williams, S. (2018). The standards-based classroom: Make learning the goal. Thousand Oaks, CA: Corwin Press.
    This book focuses on more than just grading practices. By looking at curriculum, instruction, and assessment, educators can envision a classroom-wide shift to more effective grading practices. I admit that as a teacher I often over-emphasized feedback and grade book revisions at the expense of designing effective instruction. Rinkema and Williams provide a realistic and useful blueprint, one I wish would have been available ten years ago.
  3. Wormeli, R. (2018). Fair isn’t always equal (2nd ed.). Portland, ME: Stenhouse.
    The first edition was on the initial top ten book list as well. While much of the content is updated, the main message is still the same: transitioning to more equitable grading process is just as much (or more) about mindset than it is classroom moves. I recommend this book for any teacher or group of educators who would like engage in thinking more deeply about the “why” behind standards-based grading.
  4. Schimmer, T. (2016). Grading from the inside out: Bringing accuracy to student assessment through a standards-based mindset. Bloomington, IN: Solution Tree Press.
    Not too long after posting the initial top ten book list in January 2016, this book by Tom Schimmer came out. A few months later, I secured a copy and was especially enamored by the chapters entitled, “Five myths of standards-based grading” and “How to repurpose homework.” This is on my highly recommend list for those working towards standards-based grading practices.
  5. Schimmer, T., Hillman, G., & Stalets, M. (2018). Standards-based learning in action: Moving from theory to practice. Bloomington, IN: Solution Tree Press.
    Speaking of Tom Schimmer, this book written with Garnet Hillman and Mandy Stalets is worth buying, too. Each chapter includes underlying research, a plan for action, and talking points to be used with parents. Whether the reader is looking for perspectives on redos and retakes or effective feedback, this book provides helpful guidance.

What book(s) from 2016, 2017, or 2018 would you add to this list?

Top 5 pitfalls to avoid in a standards-based grading system shift

Are you thinking about making the shift to standards-based grading in your building or district?  Based upon hundreds of phone calls, consultations, workshops and emails, here’s a list of five pitfalls I have observed that school leaders should avoid.

  1. Use exceeds as a descriptor in the grade book at the secondary level.
    Nothing frustrates Sally and her parents more than realizing the teacher taught the class how to learn the concept in class, but in order to get the highest mark in the grade book, Sally must come up with some type of application or knowledge beyond what was taught on the assessment.  Instead, consider removing “exceeds” and replacing it with “understands the standards” for the top indicator.
  2. Fail to communicate the standards-based grading shift.
    Traditional grading has been around for over one hundred years, so there’s reason to believe a shift to something new or different will require communicating a solid rationale and plan, repeated multiple times in multiple mediums.  Of McRel’s twenty-one leadership responsibilities, communication is one that takes a hit during second order change (and yes, standards-based grading is likely a second order change for many teachers, parents and students in your district).  Tell ’em. Tell ’em what you told ’em. And tell ’em again.
  3. Do not report practice in the online grade book at the secondary level.
    We know that reporting academics separate from work habits is a cornerstone of standards-based grading/reporting.  At the secondary level, the standards (rather than quiz and test numbers) are often reported through an online grade book , leaving little, if any room to document work habits.  Whether it’s retrofitting a grade book designed for traditional grading practices, or using a grade book more in tune with standards-based grading practices, it only makes sense to continue reporting levels of homework completion to parents, despite these assignments not counting towards the final academic grade calculation.
  4. Forget to tell stakeholders what is staying the same during the shift in grading practices.
    If your middle school is switching to a standards-based report card, be sure to let parents know you will continue to host parent-teacher conferences twice per year.  If your high school is shifting to a standards-based grade book, parents will want to know final course grades are still reported on the transcript, and that grade point average will be communicated with university admissions offices.  In addition to communicating what’s changing, don’t forget to let them know what will remain the same.
  5. Inconsistent implementation
    During the first year of standards-based grading implementation, we surveyed parents and students to find out their perception of this change.  Frustrated Roger = Frustrated Roger’s mom and dad, and one of the biggest sources of this angst was inconsistent implementation.  While we had an agreed upon purpose of grading and board-approved grading guidelines, we relied on (often inconsistent) institutional knowledge rather than a documented tight and loose implementation guide for our teachers to operationalize the tenets of SBG.  Somewhere between “every teacher for his/her own” and a lockstep approach is usually a good place to land.  Ensuring teachers are supported to implement agreed upon standards-based grading non-negotiables, will help students and parents adapt more quickly to the change, because they’re seeing it in multiple courses and/or grade levels.

What other pitfalls would you add to this list?

Recommended reading:

Frankin, A., Buckmiller, T., & Kruse, J. (2016). Vocal and vehement: Understanding parents’ aversion to standards-based grading. International Journal of Social Science Studies, 4(11), 19-29. [Available online]

Peters, R., Kruse, J., Buckmiller, T., & Townsley, M. (2017) “It’s just not fair!” Making sense of secondary students’ resistance to a standards-based grading initiative in the midwestern United States. American Secondary Education, 45(3), 9-28.

Peters, R. & Buckmiller, T. (2014). Our grades were broken: Overcoming barriers and challenges to implementing standards-based grading. Journal of Educational Leadership in Action2(2), [Available online]

Swan, G.M., Guskey, T.R., & Jung, L.A. (2014). Parents and teachers’ perceptions of standards-based and traditional report cards. Educational Assessment, Evaluation and Accountability, 26(3), 289-299.

Urich, L.J. (2012). Implementation of standards-based grading at the middle school level (Doctoral dissertation). Retrieved from http://lib.dr.iastate.edu/etd/12492