(2006) believed it is important to to important audiences, such as students and “communicate parents, high-quality feedback to support the learning process and (p. encourage learner success” 129). Letter grades that include everything from test scores and homework, to extra credit and late work, do not always provide a true indication of the specific learning which has taken place. For example, a student with a for the reporting term could have earned an on the test, “C” “A” but failed to turn in their homework on time. Another student could have earned a by failing “C” the test, but turning in all of their assignments and doing extra credit work. The would imply “C” these two students have the same knowledge about the subject, when in fact, they do not. To make reports more meaningful, academic and nonacademic factors should be reported separately (Colby, 1999; Guskey, 2001; Guskey & Jung, 2006; Marzano & Heflebower, 2011; Tierney, Simon, & Charland, 2011; Waltman & Frisbie, 1994; Winger, 2005). By using standards-based grading, districts can begin to communicate with parents through grades that more clearly and consistently represent abilities. With behavior, students’ attitude, and effort graded separately, teachers and parents can focus specifically on areas that need improvement for each student. Colby (1999) found communication with parents was important throughout the process of implementing standards-based grading. Thomas R. Guskey (2001) believed communication was so important that when all groups understand what “only grades mean and how they are used to improve student learning will we realize the true value of a standards-based approach to (p. 27). education” Summary The research indicates some fundamental differences between standards-based grading and a traditional letter grade system. In the standards-based system, homework is used for
(2006) believed it is important to “communicate to important audiences, such as students and parents, high-quality feedback to support the learning process and encourage learner success” (p. 129). Letter grades that include everything from test scores and homework, to extra credit and late work, do not always provide a true indication of the specific learning which has taken place. For example, a student with a “C” for the reporting term could have earned an “A” on the test, but failed to turn in their homework on time. Another student could have earned a “C” by failing the test, but turning in all of their assignments and doing extra credit work. The “C” would imply these two students have the same knowledge about the subject, when in fact, they do not. To make reports more meaningful, academic and nonacademic factors should be reported separately (Colby, 1999; Guskey, 2001; Guskey & Jung, 2006; Marzano & Heflebower, 2011; Tierney, Simon, & Charland, 2011; Waltman & Frisbie, 1994; Winger, 2005). By using standards-based grading, districts can begin to communicate with parents through grades that more clearly and consistently represent students’ abilities. With behavior, attitude, and effort graded separately, teachers and parents can focus specifically on areas that need improvement for each student. Colby (1999) found communication with parents was important throughout the process of implementing standards-based grading. Thomas R. Guskey (2001) believed communication was so important that “only when all groups understand what grades mean and how they are used to improve student learning will we realize the true value of a standards-based approach to education” (p. 27). Summary The research indicates some fundamental differences between standards-based grading and a traditional letter grade system. In the standards-based system, homework is used for