Standards-Based Grading System

Research Questions This qualitative study focused on the following research questions: 1) What are some obstacles faced by middle schools transitioning from a traditional grading system to standards-based grading? 2) How to support teachers transitioning from a traditional grading system to standards-based grading?
3) Why is standards-based grading not being used in more school districts?
4) How to transition from traditional letter grading to standards based grading in middle school?
5) How does standards-based grading improve student achievement?

Methodology
The researchers chose the grounded theory design for this study. According to Creswell (2012), grounded theory design “is a systematic,
According to Dunn and Allen (2009) and Slavin (2007), the unmistakeable message to educators and the nation placed accountability on schools regarding the expected growth of students as well as, the increasing pressure to prove professional performance based on student data. The pressures of the accountability culture and the need to achieve higher grades and/ or test scores to achieve the american dream. The current political pressures call for a different view of educational reform and a standards based education based on core values or standards. Despite the changes in curriculum and standards, traditional grading remains a tightly held practice with deeply held cultural connotations. Although the practice of traditional grading is considered sacred and just, they are not necessarily connected to student learning and the desire to learn. According to Ames (1992), Finn (1989), and Guskey and Bailey (2001), some students withdraw and develop apathy towards learning based on grading practices. Conscientious educators have long grappled with the impact of grading and
In light of the continuation of traditional grading practices despite changes in teaching and increased emphasis on standards, it is all the more imperative that we better understand the essential purpose of grading and how educators will be able to implement and sustain the standards based report card to support learning and drive instruction .To change long held beliefs regarding the purpose and practice of grading will require sustained, explicit professional learning regarding instruction, assessment for learning and grade reporting methods (Gusky, 2006; Stiggins, 1999). Educators will need to determine the essential skills needed in relation to each standard and communicate grades in a manner that supports learning (McTighe and O’Connor, 2005). Although more elementary schools find it more plausible and effective use various forms of standards based grading and report cards, standards based grading and report cards are not not common in middle schools and secondary school settings. The concerns of educators, parents and students regarding the historic context of traditional grading practices and standards based grading practices provides insight to the barriers and acceptance of a change in grading