Date of Award
9-22-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Bronwyn MacFarlane
Second Advisor
Lori Sanchez
Committee Members
Robert Williams
Abstract
Standards-based and traditional grading practices were compared in this research by the analysis of state-standardized test scores and classroom grades. The problem described in this quantitative comparative study is that state-standardized test scores do not always match a student’s knowledge. Students, teachers, and parents are affected because learning must be communicated to all parties. The purpose of this study is to compare state-standardized test scores through traditional and standards-based grading practices in elementary and high school mathematics. Using the four stages of Kolb’s experiential learning theory, the grading experience was examined. Approximately 700 students’ state-standardized test scores and 350 classroom grades were compared quantitatively. Approximately 17 teachers answered a survey developed by Hany, Proctor, Wollenweber, and Al-Bataineh. The first research question compared standards- based grading and traditional high school state-standardized test scores. The Mann- Whitney U test found no statistically significant difference between the test scores of students learning through a standards-based method versus a traditional one. The second research question compared standards-based and traditional grading of elementary state- standardized test scores. The independent t-test found no statistically significant difference between test scores of students learning through a standards-based method versus a traditional one. The third research question found that elementary teachers mostly knew the characteristics of standards-based grading, and fourteen of seventeen believed standards-based matched a student’s knowledge more than traditional grading. The fourth research question compared state-standardized test scores and classroom grades in a pre-AP Geometry class through a pass/fail system and grade-ban. Most teachers understood the characteristics of standards-based grading from the survey results, and schools should consider changing their grading practices, starting with professional development and communication among all stakeholders. Grading practices should be consistent across the district, and grades should be more objective. Future researchers could change this research study to a qualitative methodology to understand why teachers believed standards-based grading matched a student’s knowledge more than traditional methods.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Daugherty, Brooke, "Comparing Standards-Based Grading and Traditional Grading Practices: The Influence of Two Grading Practices on State-Standardized Test Scores and High School Grades" (2025). Student Theses and Dissertations. 1085.
https://arch.astate.edu/all-etd/1085
