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Competency-Based Grading
in the Secondary Classroom
A Research Brief for Teachers

Competency-based
learning:
Refers to systems of instruction,
assessment, grading, and
academic reporting that are
based on students
demonstrating that they have
learned the knowledge and
skills they are expected to learn
as they progress through their
education.
*By definition, standards-based
is synonymous to competencybased

Does competency-based grading positively

affect students understanding in future math
classes?
The concept of accurately grading students in our education
system continues to be a controversial subject. There is no
universal system that teachers much follow as how to grade the
students in their classroom. Without this uniform grading
requirement, teachers are relatively free to choose how they
grade their students. Teachers may choose to grade their
students by weighted grades and points, by a straight number of
assignments worth a certain amount of points, or by assessing
and grading them based on their understanding of the
standards, standards-based grading (or competency-based
grading).

edglossary.org/competencybased-learning/
Using standards-based grading could provide a more universal
basis for grading students focusing on what they should be
learning in their classes. This would be especially beneficial in
mathematics courses because is would force students to learn
the material. It would not allow students to simply fail a test
and never look back, but require them to learn the material and
prove their understanding. This is crucial in math as every
course builds on the last course. Competency-based grading
will have a positive affect on students success in their
mathematics courses.

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Competency-Based Grading in the Secondary Classroom

JULY 2015

Standards-based gradingit accommodates different learning

styles, sets attainable goals, and provides teachers with the
opportunity to meet students wherever they are in the process of
achieving those goals (Iamarino, 2014).
Research

McClure, Walkey, Weir, & McKenzie, 2009).

This shows that using standards-based
assessment causes students to believe in their
abilities in the classroom based on their
academic success. It is important that students
believe in their abilities to be successful since
intrinsic motivation plays a considerable role in
achievement.

Most of the research on competency-based

grading was found under standards-based
grading so for the sake of this brief, the terms
will be used synonymously.
The research has suggested that standards-based
grading is beneficial to students in their learning
and portrays their learning accurately by the
grade they receive. According to Danielle
Iamarino, by emphasizing a students ability to
meet a clear set of standards, typically designed
to
reflect
thorough,
end-of-course
comprehension of the subjects taught,
standards-based grading not only holds students
accountable to their progress, but eliminates the
discrepancies implicit in attempting to turn
point
calculations
into
an
accurate
representation of a students achievements
(Iamarino, 2014). This shows that standardsbased grading is made to be as objective as
possible and shifts the focus to understanding
the material of the class and will improve
students learning and responsibility to be
successful. Iamarino also argues that standardsbased grading will help students of different
learning styles and students that learn at
different paces to achieve their goals (Iamarino,
2014). This is important in education as each
student is so unique and must be looked at as
such.

Lastly, in a study completed by Oklahoma City

Public Schools, Oklahoma, Urban Systemic
Program (OK USP), who focus on preparation
of standards-based instruction (SBI) for their
teachers in math and science, found that SBI
practices were found to be significant
contributors to students math achievement
(Thompson, 2009). This study compares SBI
practices with non-SBI practices, how
participating teachers put them into practice,
and how students perform based on the
SBI/non-SBI
practices.
The
empirical
evidence produced by this study provides
rigorous support for specific SBI practices as
key contributors to students math and science
achievement and refutes non-SBI practices as
effective contributors to students math and
science achievement (Thompson, 2009). This
example explicitly provides evidence in support
of standards-based instruction and grading.
Overall, standards-based grading can have a
positive impact on student achievement in
mathematics classrooms.

A study in New Zealand addressed the

implementation of the standards-based National
Certificate of Educational Achievement
(NCEA) with the intention of strengthening
connections between student learning behaviors
and achievement outcomes (Meyer, McClure,
Walkey, Weir, & McKenzie, 2009). The study
sampled 3,569 senior secondary students and
reported a strong empirical connection
between final student academic outcomes and
self-reported motivations and beliefs (Meyer,

Data Collection
Sample/Method: 57 low-income high school
students, grades 9-11, participated in the
survey. Two interviews were conducted with
11 graders, from the same school, with
different levels of motivation for achievement.

Competency-Based Grading in the Secondary Classroom

JULY 2015

Surveys
The survey was given to three mathematics classes, two
Integrated Math III classes and one enrichment class. The
students were asked twelve questions, four of which are
highlighted to the right. 52.7% of the students self-reported
that they are strong math students. This is an important
statistic because this study focuses on how standards-based
grading can improve students understanding in current
and future math classes. The study must be able to show
improve of students who are not always passing their tests.
With that being said, 98.2% agreed that they would feel
more confident in their ability if they passed all their tests.
Similarly 94.8% of students agreed that they would be
more confident in their next math class if they were
successful in their current math class. Confidence is an
important factor of academic success. If students believe
they can do well, they are much more likely to successful.
Although many students believed they would have
improved confidence had they been given opportunities to
retake until they passed, 52.6% admitted they would not
take the test seriously the first time. The concept of
procrastination because of unlimited opportunities is
one con noticed through the data collected for this brief.

Interviews
Two interviews were conducted with eleventh grade
students, one female (Student A) and one male (Student
B). Student A was repeating Integrated Math III and
still currently failing the course, however, described
herself as not smart but not dumb. Student B began
the year rough but worked harder as the year progressed
and ultimately passed the class, describing himself as
confident on tests because I am prepared and I focus
on what is at hand. Both students expressed feelings of
being sad or defeated when they receive a D or F on a
math test. Both students showed positive feelings about
being required to retake a math test until passing.
Student A said it wont affect my grade and would help
me on the next test where Student B said retaking and
passing makes you have to learn so you understand what
is going on. The one topic Student A and B had
opposing answers on was when they were asked if they
would procrastinate studying having an unlimited
amount of time and opportunities to take tests. Student
A said she would not because she would give up after
doing it so many times, where Student B said yes
because he would focus his energy on more urgent work
for other classes. Overall, both Student A and B said that
being successful in their current math class would make
them feel more confident in their next math class.
3

I feel like its a great opportunity for people to

raise up their grades and improve in their
learning because it allows them to review until
they understand the subject.
-Student free response from Survey

COMPETENCY-BASED GRADING IN THE SECONDARY CLASSROOM

JULY 2015

Implications
Incorporating competency-based grading into the mathematics
classroom can be a beneficial practice. The pros of incorporating
them into the classroom include a uniform grading system,
increased motivation as students pass tests, and a better
understanding of concepts for students. Some cons of including
competency-based grading into the classroom is that lowachieving students may give up after so many retakes or students
may not take tests seriously the first time and procrastinate
studying since they have an unlimited amount of time to retake
tests. Another issue with implementing competency-based
grading into the classroom is that it is very difficult for individual
teachers to implement solo. To be put into practice accurately, it
would have to be implemented by an entire school or department.
A complete group working on the same page could accomplish
providing students with an unlimited amount of tests and
opportunities until they pass. Although most school do not have
access to all teachers working together to implement standardsbased or competency-based grading, it would be valuable to allow
students to retake tests until they pass, pushing them as much as
possible, and not allowing them to accept a failing grade. This
would motivate the lowest achiever to be successful and not allow
them to get further behind in their current and future math
classes. Overall, the goal of competency-based grading is to
motivate students to succeed in their current math class so that
they will be successful in their future math class.

I would be happy because it

gives me time to actually learn
the topic and not just fail and
give up on it.
-Student free response from
survey

It motivates me to try harder the first time and not fail.

-Student free response from survey
References
Iamarino, D. i. (2014). The Benefits of Standards-Based Grading: A Critical Evaluation of Modern
Grading Practices. Current Issues In Education, 17(2), 1-12.
Meyer, L. H., McClure, J., Walkey, F., Weir, K. F. and McKenzie, L. (2009), Secondary student
motivation orientations and standards-based achievement outcomes. British Journal of Educational
Psychology, 79: 273293. doi: 10.1348/000709908X354591
Thompson, C. J. (2009). Preparation, practice, and performance: An empirical examination of the impact
of Standards-based Instruction on secondary students' math and science achievement. Research In
Education, (81), 53-62.