Are Grades a Predictor

of Knowledge?
Jen Rademacher, Kris Scholz, Laura Slominski

Research Plan and Methods

Quantitative-Compared 8th grade math
grades to 8th grade MCA math test scores
Qualitative-surveyed students on what
should be included in a grade and if a grade
shows what they know
Qualitative-looked at other schools and
asked questions about how they went about
their grading reforms

8th Grade Grades vs. MCA Math Score

Survey Questions
1) Should behavior be a factor in a grade?

YES or NO

2) Should participation be a factor in a grade?

YES or NO

3) Do you believe grading is consistent among teachers who teach the same
course? YES or NO
4) Do you feel that your final grade reflects what you know? YES or NO

Survey Results

Other Districts
Minnetonka
Austin

Suggestions
Research Suggests:

Key pitfalls in current grading systems that research shows over and over again: grading based
on behavior, zeros as punishment, extra credit, averaging all test scores, having one huge
project being a grade killer
Regardless of which direction they choose to go, schools should go through some sort of
grading reform and develop a common grading policy in your school
Possible things to consider:
o Grades based on Formative/Summative Assessments (grades only for showing knowledge)
o Common Assessments in similar courses
o Start with objectives/standards and make tests based on those (make sure tests reflect
what you want students to know)
o Big picture look at going to standards based grading
There isnt enough research out there yet to support how much this will help this,
but there are a lot of positives to it

Reference List
Bowers, A. J. (2011). What's in a Grade? The Multidimensional Nature of What
Teacher-Assigned Grades Assess in High School. Educational Research And
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Campbell, C. (2012). Learning-Centered Grading Practices. Leadership, 41(5), 30-33. Retrieved
from
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Carifio, J., & Carey, T. (2010). Do Minimum Grading Practices Lower Academic Standards and
Produce Social Promotions? Educational Horizons, 88(4), 219-230. Retrieved from
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Cox, K. (2011). Putting Classroom Grading on the Table: A Reform in Progress. American
Secondary Education,40(1), 67-87. Retrieved from
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951229&site=ehost-live
Erickson, J. A. (2011). How Grading Reform Changed Our School. Educational Leadership,
69(3), 66-70. Retrieved from
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Reference List
Fisher, D., Frey, N., & Pumpian, I. (2011). No Penalties for Practice. Educational Leadership,
69(3), 46-51. Retrieved from
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Hanover Research (February 2011). Effective Grading Practices in the Middle School and High
School Environments. Retrieved from www.hanoverresarch.com
OConnor, Ken (January 2009). Reforming Grading Practices in Secondary Schools.
Principals Research Review, 4(1).
Reeves, Douglas B. (February 2008). Leading to Change/Effective Grading Practices.
Educational Leadership, 65(5), 85-87.
Scriffiny, P. L. (2008). Seven Reasons for Standards-Based Grading. Educational Leadership,
66(2), 70-74. Retrieved from
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