Secondary Educator Perceptions of Grading Practices
No Thumbnail Available
Authors
Martin-Ayres, Jill
Issue Date
2025-09
Type
Dissertation
Language
en
Keywords
Standards-Based Grading (SBG) , perceptions , standards-Based Grading implementation , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
Grading practices in education are overdue for modernization. This qualitative case study explored U.S. secondary educators’ (grades 6 through 8) perceptions of Standards-Based Grading (SBG) implementation, focusing on their training, support, and perceived benefits versus traditional grading practices. Guided by a constructivist paradigm and Kurt Lewin’s theory on resistance to change, this study used online questionnaires and online-mediated interviews to gather the perceptions of 24 secondary educators in the United States. Analysis was completed using Braun and Clarke’s Reflexive Thematic Analysis (RTA). Findings indicated that the successful implementation of SBG requires that educational leadership use a coordinated and unified approach, including all stakeholders in the entire process to promote consistent language and long-term fidelity, and provide educators with ongoing training/professional development, technology tools, and aligned instructional/assessment materials. Finally, although secondary educators believe SBG to be a more equitable, transparent, and meaningful system that shifts the focus away from compliance and toward authentic learning, it was also found that they resist adopting SBG due to perceived barriers or detriments. Recommendations include aligned leadership, phased implementation, ongoing training/professional development, integration of technology and instructional resources, comprehensive stakeholder involvement and shared language, and strategies to address barriers/resistance to successful implementation. These findings provide actionable advice for educational leaders to improve SBG implementation, including fidelity and sustainability, in secondary education.