Student Perceptions of Grading, and Implementation of Standards Based Grading in One Middle School Dual Language Classroom

Standards that determine what teachers are required to teach have been changing rapidly, however the grading systems that teachers use to evaluate a student's progress towards these standards have remained stagnant. This research project evaluated current grading practices and standards based grading to decide which was the most equitable grading system and why. This was a quantitative study to find student perspectives on grading, and compare the two systems. Quantitative data was collected by administering a survey to 176 sixth and seventh grade students in one dual-language science classroom. Quantitative data was also collected by implementing both grading systems in two seventh grade classes with 71 students, and comparing the number of students in each grade category . The data collected revealed that students have the perception that grading in school is not fair, and their grades do not match their understanding of the material taught. The data also showed that students are much more successful when standards based grading is used. Implications of these results would be that current grading systems are inequitable, and in order to make schools more equitable and allow students to be more successful, standards based grading should be used. This will add to the current research by providing data on how standards based grading is beneficial to dual-language classrooms.