Goals to Aim for When Implementing Standards-Based Assessing and Reporting
If a school leader is going to make changes that manifest, they first must recognize and honor two truths: People are guided by emotion and change comes hard.
According to Mether (2023), there are nine reasons people resist change. Among them is a lack of understanding the value of the change coupled with a disbelief of its necessity or a fear of loss of the familiar, as well as an absence of trust in the change-makers and concern for not being included.
School community stakeholders need to believe in school leaders as they embark on significant changes, largely as a means to garner support rather than resistance. Stakeholders need to understand the merits in shifting to standards-based practice, and be able to hold a narrative in their minds that legitimizes its adoption as a replacement for more familiar practices they believe have served them well, or at least well enough.
The most important aim in making this shift, therefore, is to build trust and then start with the why, not the what.
Start with the WHY not the WHAT
With respect to assessment and grading, Guskey contextualizes Mether’s points of contention by asserting that “Stakeholders don’t see the grading- or reporting-related problems that reformers may consider obvious…” (Guskey, 2015). He goes on to remind us that since stakeholders experienced those aspects of grading when they were in school, and they seemed to work well enough then, it’s hard for them to see the reason to change (Guskey, 2020).
In an effort to support lasting change, school leaders should begin with a careful examination of the principles that historically have guided grading practices, and those that research tells us are most effective, rather than changing the policies and procedures associated with them (Townsley & Buckmiller, 2020).
It’s crucial to help the whole school community understand why this is an important and worthwhile change to pursue, rather than simply making the change and clarifying its mechanics. My recent series on traditional and standards-based grading systems might serve as a useful resource in that endeavor.
Help teachers understand the WHY behind this change
We all know that teachers don’t choose their line of work for pay or prestige… (Will, 2022; Boren, 2021).
School leaders must honor the sincere investment teachers make while also helping them challenge their own practices. Schools shifting their practice should begin by considering their values and beliefs and thinking through the goals they’d like to accomplish (Peters et al., 2017).
It is critical to plan high quality professional development that helps teachers clarify and refine the purpose of grading and align practices with that purpose (Franklin et al., 2016). This includes common language, vocabulary, and comprehension of principles (Peters et al., 2017), with reminders about the new terminology and methods (Powell & Colyvas, 2008).
Teachers also need to effectively communicate their grading practices to students and parents to build mutual understanding (Franklin et al., 2016).
Help students understand WHY this change will be helpful to them
Students vary widely in investment and motivation. Traditional systems often foster disengagement or grade-chasing (Anderson & Winthrop, 2025).
Standards-based assessing can shift that focus toward meaningful learning and readiness for future success (Franklin, Buckmiller & Kruse, 2016). Grades should reflect learning and progress, not serve as static labels.
Help parents understand the WHY behind this change
Parent pushback can derail progress. Franklin et al. (2016) highlight that unclear communication about SBG fuels resistance and perceived harm to student motivation.
“The more positive experiences a parent has with the school, the greater their level of trust and support… Therefore, positive school-parent relationships via communication are key to increased acceptance” (Franklin et al., 2016, p. 27).
Helping parents see the value in SBG increases their potential to support change. Five Mistakes to Avoid When Shifting to Standards-Based Assessing and Reporting explores this in more detail.
Reenvision and Leverage the Multiple Purposes of Grades
Make Formative Assessments and HOWLs Meaningful
Formative assessments and Habits of Work and Learning (HOWLs) matter. For context, see Classroom Assessment and Standards-Based Grading Systems.
Parents and students may misunderstand the de-emphasis on homework. Ongoing formative work is vital to learning (Franklin et al., 2016; Young, 2023).
Some schools create policies where formatives are required for summatives or retakes. Others tie extracurricular eligibility to HOWLs rather than content-area performance. See examples in the CBHS grading guide.
Make Formative Assessments Really Meaningful
Grades should reflect real learning. Formatives should progressively lead students toward mastery of summative assessments.
Designing formatives with cognitive challenge and taxonomies (e.g., Bloom’s, Marzano’s) increases their value. See also Moving From Standards to Learning Targets and Different Approaches to Unpacking Standards.
Formatives must be essential, not optional. Learning should follow a clear trajectory: X to Y to Z (Toledo & Dubas, 2017).
Continue to Recognize and Honor High Achievement
SBG is not about flattening achievement. It should elevate opportunities for students to exceed expectations and demonstrate high-level thinking.
Concerns about competition and rank can be addressed by alternatives like the Latin Honors system, which honors excellence without harmful comparisons (Franklin et al., 2016).
Starting the Transition to a Standards-Based Grading System
Begin with a small, curious, and dedicated pilot group before scaling. Gradual, intentional implementation helps build understanding and buy-in (Franklin et al., 2016). Let us know if you’d like our help along the way!
Works Cited
- Anderson, J., & Winthrop, R. (2025). The disengaged teen: helping kids learn better, feel better, and live better. Crown Publishing Group.
- Boren, M. (2021). How States Can Elevate the Teaching Profession. Southern Regional Education Board. Retrieved 5.27.25. https://www.sreb.org/blog-post/how-states-can-elevate-teaching-profession
- Fendler, L., & Muzaffar, I. (2008). THE HISTORY OF THE BELL CURVE: SORTING AND THE IDEA OF NORMAL. Educational Theory, 58(1), 63–82. https://doi.org/10.1111/j.1741-5446.2007.0276.x
- Franklin, A., Buckmiller, T., & Kruse, J. (2016). Vocal and vehement: Understanding parents’ aversion to standards-based grading. International Journal of Social Science Studies, 4(11), 19–29. http://dx.doi.org/10.11114/ijsss.v4i11.1923
- Guskey, T. (2015). On your mark: Challenging the conventions of grading and reporting. Bloomington, IN: Solution Tree.
- Guskey, T. (2020). Classic Mistakes in Grading Reform and How to Avoid Them. Thomas R. Guskey and Associates. https://tguskey.com/classic-mistakes-in-grading-reform-and-how-to-avoid-them/
- Mether, L. (2023). Why people resist change (and what you can do about it). Governance Directions, 75(8), 1072–1073.
- Peters, R., Kruse, J., Buckmiller, T., & Townsley, M. (2017). “It’s Just Not Fair!” Making sense of secondary students’ resistance to a standards-based grading. American Secondary Education, 45(3), 9–28. https://drive.google.com/file/d/1utFOaU0O7q2tPqCS0Tx_XxGrQqvxCDPN/view?usp=drive_link
- Powell, W., & Colyvas, J. (2008). Microfoundations of institutional theory. In R. Greenwood, C. Oliver, R. Suddaby, & K. Sahlin (Eds.), The Sage handbook of organizational institutionalism (pp. 276–299). London, UK: Sage.
- Toledo, S., & Dubas, J. M. (2017). A Learner-Centered Grading Method Focused on Reaching Proficiency with Course Learning Outcomes. Journal of Chemical Education, 94(8), 1043–1050. https://doi.org/10.1021/acs.jchemed.6b00651
- Townsley, M., & Buckmiller, T. (2020). Losing As and Fs: What works for schools implementing standards-based grading? Educational Considerations, 46(1). https://doi.org/10.4148/0146-9282.2204
- Will, M. (2022). The Gap Between Teacher Pay and Other Professions Hits a New High. How Bad Is It? Education Week. Retrieved 5.27.25. https://www.edweek.org/teaching-learning/the-gap-between-teacher-pay-and-other-professions-hits-a-new-high-how-bad-is-it/2022/08
- Young, J. (2023, November 30). As Schools Move to Change How Kids Are Graded, Some Families Push Back. EdSurge. https://www.edsurge.com/news/2023-11-30-as-schools-move-to-change-how-kids-are-graded-some-families-push-back
