Teacher perceptions of an urban school's transition to standards-based grading

Abstract

Standards-Based Grading is being implemented in every corner of education. Schools that take on this type of implementation progress through an extensive change in mindset. With any extensive change, it is preferable that the outcomes match the effort put in. This qualitative research examined the perceptions of four elementary classroom teachers who have implemented Standards-Based Grading and the effect it has on academic performance with the use of metacognition and goal setting strategies. Participants were two third grade teachers and two fifth grade teachers who participated in every aspect of the implementation of Standards-Based Grading. Data was collected through three interviews per participant using the Zoom Video Conferencing platform and analyzed utilizing NVivo Qualitative Data Analysis software (2020). Results indicated that the implementation of Standards-Based Grading increased clarity of the standards and grades themselves, the presence of critical thinking, and improved student autonomy.