Document Type
Article
Publication Date
Fall 2025
Abstract
Standards-based grading (SBG) redefines the reporting of student achievement by focusing on proficiency in explicitly defined learning standards rather than the accumulation of points. Although SBG has the potential to improve student learning, variation in implementation can create student confusion and hinder effectiveness. This inquiry-based research project investigated student perceptions of SBG in high school biology classrooms at Cedar Falls High School in Iowa to determine whether the system helps students gain the necessary skills and accurately measures their academic ability. The researcher utilized a mixed-methods approach, collecting quantitative data through surveys of 23 high school biology students and qualitative data through in-person interviews with eight participants. Findings revealed that students understood the learning standards and the expectations for proficiency. Teacher feedback and reassessment opportunities emerged as the most valued practices that support learning. While most students perceived SBG as fair and reflective of their understanding, concerns centered on the grading scale, in particular the perceived gap between proficient and mastery, and on the inconsistencies in teacher communication and rubric clarity. The study concludes that students viewed SBG positively, reported that it supported their learning, reduced stress, and believed it prepared them for future science courses. Findings suggest that clearer rubrics, consistent communication, and refinement of grading scales may strengthen the effectiveness of SBG in high school classrooms.