CT-7400

Lehman, E., De Jong, D., & Brown, M. (2018). Investigating the relationship of standards-based grades vs. traditional-based grades to results of the scholastic math inventory at the middle school level. Education Leadership Review of Doctoral Research, 6, 1-16.
This study examines the alignment of grades awarded to standardized assessment test results using two different grading systems: traditional grading (A, B, C, D, etc.) and standards-based grading against a set of learning objectives. The authors found that standards-based grading aligns more with test scores.

Townsley, M., & Buckmiller, T. (2020). Losing As and Fs: What works for schools implementing standards-based grading? Educational Considerations, 46(1), 1-6.
This article challenges the traditional grading system and advocates exploring alternative systems such as standards-based grading. This article explains the history of the U.S. grading system and how grades don’t always align with curriculum and teaching.

Link, L. (2018). Teachers’ perceptions of grading practices: How pre-service training makes a difference. Journal of Research in Education, 28(1), 62-91.
This article is a study of the grading practices of teachers at all levels. The authors found that elementary teachers tend to use homework for formative assessment while middle and high school teachers tend to count behavior-related activities as part of grades.

Reeves, D. (2016). FAST grading: A guide to implementing best practices (common mistakes educators made with grading policies). (1st ed). Solution Tree.
Read Chapter 4: Establishing FAST Grading (pp. 67-100). This chapter introduces the elements of a FAST grading system. FAST is a system of grading that considers fairness, accuracy, specificity, and timeliness. Such a grading system gives teachers boundaries and helps to ensure that grading systems are more uniform.

Dueck, M., & O’Conner, K. (2014). Grading smarter, not harder: Assessment strategies that motivate kids and help them learn. (1st ed). ASCD.
Read Chapter 3: Unit Plans (pp. 68-89), Chapter 4: Retesting (pp. 90-117), and the Conclusion (pp. 159-167). Chapter 3 focuses on how to create effective unit plans for students to communicate expectations about learning. Chapter 4 is about issuing a challenge to teachers about retesting and how retesting can benefit students. The conclusion is a good summary of why teachers should rethink their grading systems to assist students in learning more and better.