Standards-Based Grading Participatory Action Research Design Project

Standards-Based Grading Participatory Action Research Design Project

Sarah Gerrol
Salem High School

Author Note
Sarah Gerrol, Salem High School

This action research design project was completed for project number two in the Virginia Tech
Educational Leadership Class entitled EDEL 5604 Research, Assessment, and Evaluation.
Correspondence concerning this article should be addressed to Sarah Gerrol, Salem High School,
Salem, VA 24153. Email: sgerrol@salem.k12.va.us

Standards-Based Grading Participatory Action Research Design Project

Abstract

The Standards-Based Grading Participatory Action Research Project is designed to

research, implement, evaluate, and reflect upon the practice of standards-based grading in the
high school classroom. The PAR will address the practice of standards-based grading as it relates
to three reflective questions:
1. What is standards-based learning and grading?
2. What are the effective practices for standards-based grading?
3. What resources are needed to implement standards-based grading in a school system?
The PAR plan will establish a collaborative environment to report their research findings to
other faculty members, administration, parents, students, and other stakeholders.

Standards-Based Grading Participatory Action Research Design Project

Standards-Based Grading Participatory Action Research Design Project

Introduction
The Purpose of the Study
Many leaders of school divisions are adopting standards-based learning and grading
practices in order to align learning and grading with the students achievement. Standards-based
grading practices provide information on student mastery of content and skills within the
standards and inform students of their progress. The research clearly identifies the positive
impact of standards-based grading such as: administering assessments; providing students
feedback in a timely manner; expected outcomes for lessons and activities and have them clearly
posted; and providing many opportunities to master concepts and skills. (Aidman, Gates &
Deterra Sims, 2001; (Stiggins, 2005) Marzano, 2008; Stiggins, 2005). Researchers have
indicated there is a powerful impact of student self-motivation as a result of standard-based
grading practices. (Stiggins, 2005). The introduction of standards-based grading practices is
needed to improve student achievement and mastery of the skill sets needed in each classroom.
Literature Review
In the quote If your grading system doesn't guide students toward excellence, it's time
for something completely different, Scriffiny depicts the true nature of the need for standardsbased grading. Standards-based grading and learning should be a direct reflection of the students
content mastery of the classes he or she is taking and guide them to excellence (Scriffiny, 2008).
The author indicates seven reasons for the need of standards-based grading. Three of the
reasons stand above all; grades should have meaning, we can control grading practices, and

Standards-Based Grading Participatory Action Research Design Project

standards-based grading helps adjust instruction. The following Figure 1.1 compares the
differences from traditional grading systems to standards-based grading systems.

Figure 1.1 Comparison on traditional grading systems and standards-based grading systems

Gradebook

(Scriffiny, 2008)

The standards-based gradebook above is broken down into standards including a label of
proficiency. Other standards-based grading systems for secondary education use numbers from
1-10 to indicate the level of content mastery and then convert that into a percentage for the
students report card. The Figure 1.2 shows a typical grading system broken down to address
each standard and then attaching a proficient value to the standard.

Standards-Based Grading Participatory Action Research Design Project

Figure 1.2 Grade reporting using standards and number equivalent proficiency.

(Cornally, 2010)
Cornallys gradebook is displayed in figure 1.3, the information displayed has limited
formal assessments, which he indicates is one of the best practices for standards-based grading.
He recommends less formative assessments and many ways of re-demonstration of content
mastery. He indicates through research that finding ways for re-demonstration of the skill is the
toughest part of educators.
In addition to preparing a gradebook to display and report standards for mastery,
Benson indicates that standards-based learning and grading should be a continuous cycle. The

Gradebook

(Benson, 2012)

The two gradebook figures 1.1 and 1.2 indicate different ways of displaying the data for the
reflective process of student growth on specific standards.
The process of improving student learning should be constantly reflective of the
standards being achieved to display growth in each student (Benson, 2012). Benson indicates
that continuous improvement of student learning should be the central focus of standards-based
learning. The breakdown of this continuous process is displayed by the four questions in Table
1. 1.

Standards-Based Grading Participatory Action Research Design Project

Table 1.2 Four questions to reflect on standards-based mastery

Question 1

Question 2

Question 3

Question 4

What do students

How do we teach

How do we know

What do we do when

need to know,

effectively to ensure

students are learning?

students are not

understand, and be

students are learning?

learning or are

able to do?

reaching mastery
before expectation?

Plan

Do

Reflect

Revise

You want switch to standards-based grading, but, for whatever

reason,from
youDufour
cannot.&Do
not (2006)
Adapted
Eaker
worry. All of the strengths of SBG can be done within a traditional grading system:
F
The research shows that there are several practices to implement this continual reflection of
learning and then reporting them accurately.

Six of the common practices are listed below:

1. Track grades by concept or standard, not by unit or chapter.

2. Allow multiple opportunities for students to demonstrate growth.
3. Provide feedback that is timely and effective.
4. Provide clear goals and expectations for student performance.
5. Do not grade homework and practice.
6. Encourage failure, experimentation, and risk taking. (Cornally, 2010)
Standards-based grading practices focus on student mastery of the concept, not performance in
class. The assessment of the students growth is categorized by each standard. This format of
learning and grading is beneficial for student self-motivation of improving concept mastery.

Standards-Based Grading Participatory Action Research Design Project

Data Analysis
The data analysis for this design project shows the results from the Salem City Schools
Climate Surveys. The Table 1.2 displays the data from 481 parents in 2014 and 401 parents in
2012. In 2014, 96% of parents agree or strongly agree that classroom instruction is standardsbased and students know what is expected of. There was only a one percent increase from 2012
to 2014. The 2014 research data for the parents also indicated that only 89% feel their childs
grade accurately reflects his/her understanding of the course content. In 2012, the data indicated
92 % of parents felt their childs grade accurately reflected his/her understanding; this is a three
percent decrease from 2012 to 2014.
Table 1.2 Salem City Schools Climate Survey Results from Parents
Question
Classroom instruction is
standards-based and
students know what is
expected of them.

2014 (n=481)
96% agree/strongly agree

2012 (n= 401 )

95% (+1)

My childs grades accurately

reflect his/her understanding
of course content

89% agree/strongly agree

92% (-3)

Salem City Schools addressed the staff concerning standards-based grading with the question,
The method I used to calculate grades accurately reflects what students in my class know and can
do. This question was not asked in 2012, therefore there was no comparison data. However, the
results for 2014 from 238 respondents indicated only 61% agree or strongly agree. In relation to
new initiatives taking place in education, including standards-based grading, the staff indicated
that only 84% have access to quality instructional materials (Data information included in Table
1.3).

Standards-Based Grading Participatory Action Research Design Project

Table 1.3 Salem City Schools Climate Survey Results from Staff
Question
2014 (n=238)
2012 (n= 305)
The method I use to calculate 61% agree/strongly agree
NA
grades accurately reflects
what students in my class
know and can do.
I have access to quality
instructional materials.

84% agree/strongly agree

88% (-4)

In addition to the Salem City School Divisions data from the climate survey taken by
parents and staff, the high school teachers responded to their knowledge level of standards-based
grading. Baseline data from the faculty survey conducted on September 25, 2013 indicated that
88% of faculty rated their understanding of standards-based grading as either poor or
moderate. In addition, 83% of the faculty perceived standards-based grading practices to be
potentially beneficial.
Problem Description
Standards-based learning and grading is a practice that is being implemented in many
school systems throughout the United States. School divisions need to have a clear vision of
standards-based learning and grading practices prior to implementation of a policy. Participatory
Action Research (PAR) Teams are needed to find a model of analysis and reflection of
standards-based grading practices to implement the correct initiative for the individual school
system involved. The focus of the PAR is to discover successful strategies for the
implementation of accurate and effective standards-based grading practices.

Standards-Based Grading Participatory Action Research Design Project

Project Team Identification

The participatory action research team for standards-based grading should include
teachers that have interest in standards-based grading and are willing to do work. The team
should have motivation and passion to work diligently on the research and report findings in an
accurate manner. The team should be committed to attend meetings, research effective practices
in standards-based learning and grading, and report significant findings to the team and other
staff members. The ideal PAR team would include a member from each core area of instruction,
elective and vocational classes. The PAR team should be completely open to the work of others
and feel that they have a safe place to respond to the reflective questions and deliver their
research findings (Winter, 1996).
Research Actions
The successful implementation of standards-based education practices compels educators to
embrace a continuous improvement cycle that focuses on effective teaching and learning
practices through planning, doing, reflecting, and revising (Benson, 2012). This PAR model
design will be divided into three cycles that will be continuously reflective through the PAR
process to develop a clear understand of standards-based grading and establish effective
practices for addressing standards-based learning and grading. Figure 1.3 displays the three
cycles of the PAR Process.
Figure 1.3 Three Stages of PAR for Standards-Based Grading Analysis

Define Standards-Based Grading

Standards-Based Grading
Effective Practices
Standards-Based Grading
Resources

Standards-Based Grading Participatory Action Research Design Project

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The three cycles of the PAR process will address the questions of standards-based
grading and the effective practices and resources associated with the research on this subject.
The process will follow the Participatory Action Research model; diagnose, act, measure, and
reflect (Figure 1.4).
Figure 1.4 The Participatory Action Research Process

Every PAR process has a logical progression of steps to ensure success. The
researcher addresses these steps by defining the problem, checks previous literature on the
subject to be addressed, proceeding with data collection an analysis, and finally reporting results.
This cyclical process is used to address each cycle of questions in participatory action research.
Table 1.4 defines the questions to be address, literature to be reviewed, the process for collecting
and analyzing data, and reporting results for standards-based grading research.

Standards-Based Grading Participatory Action Research Design Project

11

Table 1.4 The Participatory Action Research Plan for Standards-Based Grading
Questions to
be
addressed

What is
standardsbased
learning and
grading?

Previous
Studies

Seven
Reasons for
StandardsBased
Grading
By: Patricia
L. Scriffiny

Variables
elements to
be measured

Knowledge
level of
standardsbased grading
and learning

What are the

effective
practices for
standardsbased
grading?

Fair Isnt
Always Equal
By:Rick
Wormeli
Show what
students
Know
By: Robert
Marzano and
Tammy
Heflebower

Personal
expertise
Feelings in
communication
Analysis of
current grading
practices

Formative
Assessment
and
StandardsBased
Grading
By: Robert
Marzano

Cycle
1

Local
measurements

The effect of
standardsbased learning
practices on
student
mastery and
selfimprovement

Student
performance

The resources
available to
use in
implementing
standardsbased grading
practices in a
school system.

Teacher
Expertise

Personal
Expertise of
methods

Cycle 2

Form of
Analysis

Google Survey
for teachers
and students
concerning
current
grading
strategies and
the
effectiveness
(Quantitative
Survey
Analysis)
Journal
reflection on
current
standard
based grading
practices
(Qualitative
Coding)
Survey of
students
Survey of
Teachers

Sample

PAR Team
Teachers
and
students

PAR Team
Teachers
and
students in
study

Reflective
journals on
practices

Learning
about
Assessment,
Grading, and
Practices
that Matter
By: Rick
Wormeli

Cycle 3

What
resources are
needed to
implement
standardsbased
grading in a
school
system?

Active Grade
PowerSchool
Categories
JumpRope
Leadership
Guide to
StandardsBased
Grading
By: Marzano

Analysis and
Comparison of
resources
available

Survey of
Teachers
concerning
resources
Reflective
Journals on
methods, and
resource
effectiveness

PAR
Teachers

Standards-Based Grading Participatory Action Research Design Project

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Implementation Evaluation
The PAR team will follow the format of Table 1.4. In cycle one the team will research
standards-based grading. The teacher and student surveys will be evaluated as well as the coding
of their reflective journals. The team would then come together to establish a clear definition of
standards-based grading for their school system. In the second cycle of the PAR process
participants would practice researched strategies for implementing standards-based learning and
grading. The practices will be evaluated using quantitative and qualitative data taken from
teacher and student surveys and reflective journals. The team would collaborate to determine the
best practices for standards-based grading and document them to use with the administration,
faculty, and students. The third cycle addresses the resources needed to implement standardsbased grading in the school system. This participant would research and implement the software
and resources that have proven to be effective for implementing standards based grading.
Teacher and student surveys, journals, student observations, and student growth reports will be
analyzed to determine the most effective resources. The team would then document the best
resources needed for implementation.
Outcomes
After the PAR team completes the three cycles of the action process. The teams
should have a clear definition of standards-based grading, documentation of effective practices in
standards-based learning and grading, and a list of effective resources needed to implement this
method in the school system.

Standards-Based Grading Participatory Action Research Design Project

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References

Benson, D. J. (2012). The Standards-Based Teaching/Learning Cycle. The Colorado Coalition for
Standards-Based Education.
Cornally, S. (2010, February 16). Standards-Based Grading: Math (1 of 7). Retrieved from Think Thank
Thunk: http://shawncornally.com/wordpress/?p=43
Marzano, R. J. (2008). Making Standards Useful in the Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development.
R. DuFour, R. E. (2006). Learning by doing: A handbook for professional learning communities. IN:
Solution Tree.
Scriffiny, P. L. (2008). Expecting Excellence. Educational Leadership, 70-74.
Sims, B. A. (2001). Building A Better Report Card. Education Digest, 49-53.
Stiggins, R. (2005). From formative assessment to assessment for learning: a path to seccess in
standards-based schools. Phi Delta Kappan, 324-328.
Winter, R. (1996). Some Principles and Procedures for the Conduct of Action Research. New Directions in
Action Research, 16-17.
Woytek, A. (2005). Utilizing Assessment to Improve Student Motivation and Success. HI: Chaminade
University of Honolulu.