Abstract

A grade serves as the primary means of reporting feedback to teachers, students, and parents about the student's level of learning (Heflebower et al., 2014). Many schools have attempted to have teachers adopt standards-based grading, yet school leaders do not know teachers' perceptions about grades and grading. This quantitative study examines the perceptions of 1271 secondary teachers in one school district regarding grades and grading and how they may have changed as a result of the COVID-19 pandemic. Data collected from a survey reveals how changes in teacher perceptions about grades and grading may yield an opportunity for further standards-based grading reform. This study found that most teachers' consideration of grading practices remained the same when compared to pre-pandemic conditions. However, when they did change, it was generally in favor of positive movement towards standards-based grading principles and practices. It is anticipated that this study will help school leaders better understand teachers' perceptions of grades and grading practices as they attempt to transition to standards-based grading systems.

Degree

EdD

College and Department

David O. McKay School of Education; Educational Leadership and Foundations

Rights

https://lib.byu.edu/about/copyright/