| ABSTRACT The purpose of this study was to understand the educators' perceptions of standards-based grading on teaching, student motivation and assessment. In order to achieve this overall objective, the following research questions framed this qualitative study:;What are the successes and challenges educators perceive as related to the implementation of standards-based grading at the high school level? a. How do educators perceive standards-based grading as having affected teaching at the high school level? b. How do educators perceive standards-based grading as having affected student motivation at the high school level? c. How do educators perceive standards-based grading as having affected assessments in the high school classroom?;This qualitative case study explored a high school located in east central Iowa as they implemented standards-based grading. An open-ended survey, focus group sessions, interviews, and artifacts provided the data for the study. The results of this study provide teachers, parents, students, educators, and lawmakers information on the effects of standards-based grading from the teachers' perspectives. Additionally, this study helps to build understanding of the best practices of grading student progress at the high school level along with the elements that are important to teaching and student motivation. |
