Standards-Based Grading for 2025: Definition, Benefits & Comparison With Traditional Grading

by Imed Bouchrika, Phd

Co-Founder and Chief Data Scientist

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In recent years, a growing number of schools have adopted a standards-based approach to grading. Rather than simply averaging a student’s scores on tests and assignments, standards-based grading takes into account the specific skills and knowledge that a student has mastered.

This allows for a more accurate assessment of a student’s progress and achievement. Based on the research of Knight & Cooper (2019), one of the greatest factors that influence student success, especially in the current online education format, is the quality and prompt feedback that their teachers share with students regarding their performance and academic grades.

In addition, standards-based grading can help to promote mastery learning, as students are more likely to focus on understanding the material if they know they will be assessed on their ability to apply it. As more schools move towards standards-based grading, it is important to understand the advantages and disadvantages of this approach.

In this guide, we will explain what is standards based grading, answer how the standards-based grading system is different from the traditional grading system, how it will benefit learners and the challenges parents, learners, and teachers face with the standards-based grading system.

Standards-Based Grading 2025 Table of Contents

1. What is standards-based grading for 2025?
2. Standards-Based Grading vs. Traditional Grading
3. How does standards-based grading benefit students?
4. How does standards-based grading benefit instruction?
5. What are the challenges associated with standards-based grading?
6. How does standards-based grading promote equity in education?
7. How does standards-based grading prepare students for workforce success?
8. What does current research reveal about the effectiveness of standards-based grading?
9. How does standards-based grading align with higher education admission processes?
10. What are the emerging trends in standards-based grading?
11. What are the potential limitations of standards-based grading?
12. How is standards-based grading relevant to lifelong learning?
13. How can stakeholders support a smooth transition to standards-based grading?
14. How does standards-based grading impact accreditation and continuous improvement in education?
15. How does standards-based grading influence educational policy and reform?

What is standards-based grading for 2025?

Standards-based grading (SBG) is an educational system that focuses on the effectiveness of instruction and the mastery of skills or standards for a specific subject. It is an innovative approach to education that is often paired with a positive environment for learners who are actively engaged in learning.

In SBG, teachers can track the progress of each student and they can also help them in maximizing their potential as learners. According to Joe Feldman, founder of the Crescendo Education Group and the author of “Grading for Equity," standard-based grading allows students to understand which learning targets they have already mastered and which of the given standards still need to be improved. This is made possible because students are provided with a specific grade for a learning standard that they should master at the end of the term. Throughout the term, teachers track the progress of students in each learning standard and provide appropriate feedback that aims to improve mastery of skills.

The standards-based approach ensures that students can demonstrate mastery of skills at the end of the course. Because this approach relies on the attainment of standards and learning targets, educators must align learning materials, such as projects, performance tasks, and assignments to the standards and learning objectives that they want their students to master (Power School, 2021). This system uses standards-based scales that range from 1 to 4, which reflect the students’ mastery of each learning standard. A score of 1 indicates that a student has a limited understanding of the concept taught in class. On the other hand, a score of 3 indicates that a student was able to master a learning standard, while a score of 4 shows that a student was able to go above and beyond the skill expected of them to master. This grading scale is illustrated in the chart below.

Teachers need to communicate with their students what each proficiency score means. In the case of younger students, teachers should explain to the students’ parents what each score means and how they can help their children demonstrate mastery of learning standards expected of them for the subject.

Standards-Based Grading vs. Traditional Grading

When it comes to standards-based grading vs. traditional grading, there are several differences to note. These include which assessments are graded, the criteria for evaluating performance, and the basis for a student’s final grade.

One of the major differences between the standards based grading vs traditional grading system is the type of assessments that are graded by teachers. The traditional grading system relies heavily on the grades that students get on each assessment method. These include quizzes, projects, and long tests. All assessments are graded and are recorded in the teacher’s grade book. On the other hand, the standards based grading scale relies on the mastery of learning targets and performance standards. Only select assessments are graded and recorded.

In the traditional grading scale, students pass or fail each assessment based on a percentage system. For instance, a student who received a grade of 65% failed the assessment. On the other hand, in a standards based grading system, students pass or fail assessments based on criteria or rubrics that have been given to them ahead of time. This means that the students have understood the skills and competencies that are expected of them to master before the assessment period.

The comparison between traditional grading and standards based grading systems is shown in the illustration below.

The traditional grading system provides the students with a holistic view of their performance through a single letter or numerical grade. All assessment scores that have been graded and recorded are averaged and converted using a percentage system. In many instances, students are given assignments with extra credits to pull their grades higher. This poses a problem because the grades of the students no longer provide an accurate representation of how much they have learned from class. On the other hand, the standards-based grading system does not give extra credits to students. In this educational approach, the students are given multiple opportunities to practice the skills that they should master in class. Practice assignments, which are meant to accelerate learning and mastery of skills, are not graded. Instead, only the most recent assessments will be the basis of the student’s final grade because these provide evidence of mastery of learning standards.

In an Insight: A Journal of Scholarly Teaching article, associate professor Michael Scarlett noted that “Providing both individual and group opportunities for reassessment represented another significant improvement afforded by standards-based grading. While not all students took advantage of opportunities to reassess… those who did benefit from the opportunity to review material and to demonstrate their understanding in different ways. In almost all cases, reassessment led to higher scores for students, and, because the higher, most recent score was used to determine the final grade, this final grade was a more accurate representation of the students’ level of understanding." This means that in standards-based grading, the final grades of students are based on their learned competencies only.

How does standards-based grading benefit students?

There are numerous benefits of standards based grading to students. This part of the article will present the advantages of a standards-based classroom for learners.

1. Students Become Intrinsically Motivated to Demonstrate Mastery of Competencies

Students become intrinsically motivated to learn in a standards-based learning approach. Because students do not worry about achieving a high grade at the end of the semester, they begin to focus on understanding each instructional material presented to them in class. They also learn to take ownership of their learning, which is shown in the way that they want to meet all learning standards set for them to achieve. According to Feldman (2019), students who are learning in a standards-based classroom are more engaged in their learning environment because they clearly understand the skills that they need to master in class. They also acquire the habit of assessing their competencies to ensure that their performance will meet the standards set by their teachers.

2. Students Are Provided with Appropriate Feedback that Will Improve their Skills

In a standards-based learning approach, teachers are expected to provide their students with quality feedback that will improve student learning. As opposed to the traditional grading system that only provides students with a single numerical or letter grade, the standards-based grading system requires teachers to provide their students with meaningful and appropriate feedback that will accelerate mastery of learning standards. The results of the research of Hany et al. (2016) stated that the majority of the teachers who participated in the study believe that standards-based grading allowed students to identify their areas of growth and to improve on their own competencies.

3. Students Can Track their Progress

In a standards-based grading approach, students understand the meaning of each score that they receive. Because there are rubrics that explain the meaning of each proficiency score, students can easily monitor which standards need to be improved further and which learning standards have already been met. Unlike in the traditional grading system where students receive a letter or numerical grade without any explanation, students and their parents understand why each score was given to them in a standards-based grading system (Power School, 2021). As such, students begin to monitor their progress and become accountable for their learning goals.

How does standards-based grading benefit instruction?

We already know how using learning standards in class will benefit students. Now, we will discuss how a standards-based grading system will benefit instruction provided by teachers.

1. Instruction Becomes more Engaging and Meaningful

The activities presented in class should be aligned with the learning standards set to be achieved by the students. As such, teachers should provide the students with different engaging materials that will continuously capture the interest and enthusiasm of the students. Additionally, in standards-based classrooms, teachers have a keen understanding of how student mastery is demonstrated. They can easily identify if there are more students at a level 1 or 2 mastery than those in levels 4 or 5. In such instances, teachers can quickly adapt to the needs of the students to accelerate the demonstration of mastery of skills. For instance, differentiated learning activities can be provided so that students can be helped to reach the next proficiency level in class. This approach will make learning more engaging and interesting for the students.

In schools heavily reliant on online education, teachers can use standards-based learning to fine tune their SAMR modeling.

2. Quality Education Becomes a Standard

In a standard-based educational approach, students are required to meet the standards set in the curriculum. Heidi Diefes-Dux, a professor from Purdue University, stressed that students are taught that they are expected to submit assessments and perform with excellent quality before they can achieve proficiency in a specific standard. Similarly, teachers are expected to deliver quality instruction for their students to demonstrate mastery of learning standards. Both teachers and students should have a mindset of quality and proficiency to ensure that mastery and proficiency will be achieved.

3. Parents Better Understand the Meaning of Grades

In standards-based grading, parents are provided with an accurate and meaningful explanation of the meaning of their children’s grades. Standards-based reporting reflects the progress of students in each learning standard, and parents begin to understand how their children have mastered their lessons by looking at each standard’s proficiency scores. In the same way, by looking at proficiency scores, parents will understand which learning standard their children need help with. In this way, parents can help their children to become more proficient in a specific standard by providing additional activities at home.

What are the challenges associated with the standards-based grading system?

Shifting from a traditional grading approach to a standards-based grading approach does not happen overnight. Some challenges may be faced by teachers and students during this transition.

Resistance to Undergo Transition

One of the most difficult challenges in dealing with this transition is the possible resistance of teachers to shift from a grading system that they have already mastered to a new system that needs to be learned. According to Matt Townsley, author of the research article “Considering Standards-based Grading: Challenges for Secondary School Leaders," teachers might resist this transition because they need to unlearn the grading system that they have been accustomed to and learn about a new grading system that is more taxing and rigorous to implement.

Likewise, the research of Hany et al. (2016) shows that many teachers implementing the standard-based grading system still continued to use non-achievement factors in grading their students. Similarly, students might also resist transitioning from one grading system to another because they have been used to receiving a single holistic grade for a specific subject. To address this challenge, the school management should carefully explain to both teachers and students how they will benefit from the new grading system.

Time-Consuming Process

In a standards-based grading system, all lessons, activities, and assessments should be aligned with standards that students are set to achieve at the end of the grading period. This means that teachers need to create new instructional materials and assessment tools that will support the students’ mastery of skills. This process may be time-consuming because most of the pre-prepared materials used by teachers need to be overhauled. Teachers will also be asked to create both formative and summative assessments. These will gauge how students can apply the lessons that they have learned to real-life settings. Additionally, they also need to create rubrics for each performance task to help students understand the meaning of each proficiency score that they will receive. To address this challenge, teachers should be given enough time to prepare materials that they will need before the start of the academic year. In this way, teachers can carefully align each instructional material with the standards that students are expected to master at the end of the term.

How does standards-based grading promote equity in education?

Standards-based grading (SBG) provides a more equitable approach to assessing student learning by focusing on individual mastery rather than traditional grading methods, which often include non-academic factors. This section will highlight how SBG addresses disparities in education and helps ensure that all students have an equal opportunity to succeed.

• Focus on mastery rather than behavior: Unlike traditional grading systems, which sometimes penalize students for factors like behavior, attendance, or late assignments, SBG strictly measures students’ knowledge and skills. This ensures that grades are a reflection of what students have learned, leveling the playing field for those who may face non-academic challenges.
• Multiple opportunities to demonstrate learning: SBG allows students to demonstrate mastery over time, meaning they can retake assessments or redo assignments until they achieve the expected proficiency level. This flexibility reduces the pressure of high-stakes testing and allows students from diverse backgrounds to succeed at their own pace.
• Personalized feedback for improvement: Instead of assigning a final grade that may not indicate specific areas of weakness, SBG provides detailed feedback on each learning standard. This helps students, especially those from underprivileged backgrounds, to clearly understand what they need to improve, making learning goals more attainable.
• Consistency across teachers: SBG ensures that teachers assess students consistently based on clearly defined standards. This reduces the risk of subjective grading and biases, which can disproportionately affect students from marginalized groups.

How does standards-based grading prepare students for workforce success?

Standards-based grading develops competencies that mirror the skills demanded by modern employers. It emphasizes clear performance standards and targeted assessments that allow students to demonstrate practical problem-solving, critical thinking, and adaptability. By focusing on mastery of real-world skills rather than summary grades, this approach fosters a mindset that is highly valued in professional environments. Furthermore, these competencies prepare students to excel in industries where continuous improvement and precise feedback are critical to career development. As online education continues to expand, many sectors recognize that good learning outcomes and skill mastery translate into professional readiness, reinforcing the notion that are online college degrees respected.

What does current research reveal about the effectiveness of standards-based grading?

Recent studies indicate that standards-based grading (SBG) not only enhances academic mastery but also contributes to measurable long-term growth in student performance. Multiple independent research efforts have demonstrated that SBG promotes targeted feedback and iterative learning, which in turn supports improved outcomes without relying on traditional cumulative averages. These investigations highlight that students benefit from a clear assessment framework and educators experience streamlined instructional planning. Furthermore, findings suggest that institutions adopting SBG are better positioned to identify learning gaps early and offer refined support mechanisms, which is particularly beneficial for participants in accelerated programs for career changers.

How does standards-based grading align with higher education admission processes?

One common concern about SBG is how it fits into traditional college admission systems. Colleges and universities often rely on grade point averages (GPAs) and class rankings rooted in conventional grading methods. However, SBG can align with these processes by providing clear, detailed transcripts highlighting students' mastery of key skills and standards.

Admissions officers increasingly value competency-based learning. SBG transcripts showcase a student's proficiency in essential subjects and critical thinking, which can be more meaningful than a simple letter grade. Schools transitioning to SBG often convert proficiency levels into GPA-like scales to ensure compatibility with existing admission requirements.

Additionally, SBG emphasizes critical thinking, problem-solving, and collaboration—skills colleges and employers value. This approach ensures that students are ready for college and real-world challenges.

Parents and educators can support students by working closely with admissions offices to understand how SBG is evaluated. As more institutions recognize the benefits of standards-based learning, the transition becomes smoother for students pursuing higher education and career opportunities.

For students aiming to reduce financial strain, affordable higher education options are critical. Programs like the cheapest online college bachelor degree provide flexible, cost-effective pathways to earning a degree. These programs often recognize diverse grading systems, including SBG, and focus on students' abilities rather than just their grades.

What are the emerging trends in standards-based grading?

Emerging trends in standards-based grading focus on integrating digital assessment tools and advanced data analytics to refine both instructional practices and feedback mechanisms. Technological innovations are supporting adaptive assessments and real-time performance tracking, thereby enabling educators to tailor interventions more effectively. Additionally, evolving frameworks emphasize ongoing professional development and research-driven practices, encouraging collaboration between educational institutions and research bodies, including opportunities for advanced study through doctorate programs. These advancements are paving the way for a more agile and responsive educational environment that continuously aligns assessment methods with emerging learning needs.

What are the potential limitations of standards-based grading?

While standards-based grading offers a focused competency framework, it may also present challenges that require careful mitigation. Variations in assessment practices can lead to inconsistent interpretations of proficiency levels among educators, potentially obscuring a comprehensive picture of student capabilities. Additionally, the emphasis on individual learning targets may overlook broader competencies such as creativity and collaborative problem-solving. Integration with traditional academic pathways, particularly in higher education admissions, continues to be complex, which can impact the overall acceptance of SBG transcripts. Moreover, reliance on digital platforms for real-time feedback introduces concerns regarding equitable access to technology and standardized training for educators. Institutions should continuously review and adjust their assessment criteria to ensure alignment with evolving educational objectives and equitable learner support, while also considering alternative educational pathways such as 6-month certificate programs that pay well online.

How is standards-based grading relevant to lifelong learning?

Standards-based grading (SBG) has implications far beyond primary and secondary education as it cultivates skills and mindsets crucial for lifelong learning and career development. By emphasizing mastery over rote memorization, SBG instills a growth mindset that encourages students to strive for improvement continuously. This parallels skills highly valued in the job market, such as problem-solving, adaptability, and self-reflection.

Moreover, SBG aligns with the needs of adult learners pursuing higher education or professional certifications. Many adults returning to school opt for flexible options like an online accelerated bachelor's degree, which values competency-based learning. These programs integrate well with the SBG approach by emphasizing skill mastery over traditional examination scores, creating a seamless transition for learners familiar with this system.

As the global economy rapidly evolves, the ability to learn, unlearn, and relearn becomes critical. SBG equips students with the tools to assess their knowledge gaps and proactively address them, ensuring they remain competitive in their careers and personal endeavors. By tying grades directly to learning objectives, SBG prepares students to take control of their educational journeys and fosters adaptability that is valuable across all stages of life.

How can stakeholders support a smooth transition to standards-based grading?

Educational leaders can facilitate the transition by implementing targeted professional development programs, structured peer collaboration, and regular data-driven assessments to refine practices. Establishing clear communication channels with educators, parents, and students ensures that expectations align throughout the shift. Additionally, integrating digital tools for real-time feedback and curriculum alignment enhances adaptability and instructional precision. Stakeholders may also explore accelerated programs like the fastest associates degree to further cultivate innovative teaching strategies and sustain continuous improvement.

How does standards-based grading impact accreditation and continuous improvement in education?

By providing verifiable evidence of mastery for each learning standard, standards-based grading supplies institutions with precise data that support both internal quality assurance and external accreditation processes. This data-driven approach facilitates regular curricular reviews and strategic adjustments aligned with evolving educational benchmarks. Clear performance indicators are instrumental for accreditation bodies seeking demonstrated progress and transparent outcomes. Such rigorous documentation contributes to continuous improvement initiatives and underpins efforts to enhance teaching methodologies system-wide. For insights on maintaining strong academic standards and accreditation alignment, many institutions reference materials from regionally accredited online colleges.

How does standards-based grading influence educational policy and reform?

Standards-based grading offers policymakers precise, data-driven insights into student performance that can guide evidence‐based reforms. This approach enables a shift from traditional accountability models toward systems that prioritize mastery and competency, leading to more targeted resource allocation and streamlined assessment practices. It also supports the development of policies that emphasize transparent progress tracking and continuous improvement across diverse educational contexts, thereby fostering an environment where instructional innovation is systematically integrated. Enhanced alignment between classroom assessments and policy objectives can expand access to quality educational opportunities, as seen in initiatives like cheap master's programs online, ensuring that economic considerations are balanced with academic excellence.

The Promise of Standards-Based Grading

Standards-based grading is an educational system that focuses on the effectiveness of instruction and the mastery of skills or standards for a specific subject. This grading system allows students to understand which learning targets they have already mastered and which of the given standards still need to be improved. A standards-based grading system helps students to become intrinsically motivated to perform well academically and guides teachers to create engaging and meaningful lessons for the students. To address the challenges posed by this new grading system, educational leaders are encouraged to support their teachers in shifting from traditional education to alternative educational systems such as online colleges.

Key Insights

• Focus on Mastery: Standards-based grading (SBG) prioritizes the mastery of specific skills and knowledge over merely averaging test scores. This approach ensures a more accurate assessment of student progress and achievement.
• Enhanced Student Engagement: By clearly defining learning targets, SBG encourages students to focus on understanding the material rather than just aiming for high grades. This intrinsic motivation promotes deeper learning.
• Quality Feedback: SBG emphasizes providing detailed feedback to students, helping them understand their areas of strength and where they need improvement. This continuous feedback loop supports ongoing learning and mastery.
• Parental Involvement: SBG provides parents with a clearer understanding of their child’s progress. The detailed reporting of proficiency scores allows parents to support their children’s learning more effectively.
• Teacher Adaptation: Teachers can quickly identify which students need additional support and adapt their instruction accordingly. This responsive approach helps ensure all students meet the required standards.
• Challenges in Implementation: Transitioning to SBG can be time-consuming and may face resistance from teachers and students accustomed to traditional grading systems. Adequate training and support are essential for successful implementation.

FAQ

1. What is standards-based grading (SBG)?

Standards-based grading (SBG) is an educational system that evaluates students based on their mastery of specific skills and knowledge, rather than averaging their scores on tests and assignments. It focuses on what students have learned and can do, providing a more accurate picture of their progress and achievement.

2. How does standards-based grading differ from traditional grading?

Traditional grading averages all assessments and assignments, often including extra credit and non-academic factors. In contrast, SBG assesses students on their proficiency in specific standards, using a scale that reflects their level of mastery. Only the most recent assessments that demonstrate understanding are considered in the final grade.

3. What are the benefits of standards-based grading for students?

SBG benefits students by encouraging intrinsic motivation, providing clear learning targets, and offering detailed feedback. This approach helps students focus on understanding and mastering the material, tracks their progress accurately, and fosters accountability for their own learning.

4. How does standards-based grading improve instruction?

SBG improves instruction by aligning teaching activities with specific learning standards. Teachers can provide differentiated instruction and adapt their teaching strategies based on students' proficiency levels. This approach ensures that instruction is engaging, meaningful, and geared towards helping students achieve mastery.

5. What challenges might schools face when implementing standards-based grading?

Schools may face resistance from teachers and students accustomed to traditional grading systems. The transition can be time-consuming as teachers need to create new instructional materials and assessments aligned with standards. Adequate training, clear communication, and sufficient preparation time are essential to address these challenges.

6. How can parents support their children in a standards-based grading system?

Parents can support their children by understanding the proficiency scores and what they represent. They should engage with teachers to comprehend the learning standards and help their children with areas that need improvement. Providing additional activities at home can also reinforce the skills being learned in school.

7. What is the role of feedback in standards-based grading?

Feedback in SBG is critical as it helps students understand their current level of proficiency and what they need to do to improve. Unlike traditional grades, which often provide limited information, detailed feedback in SBG guides students towards mastering the standards.

8. How does standards-based grading affect student motivation?

SBG fosters intrinsic motivation by encouraging students to focus on learning and mastery rather than just aiming for high grades. When students understand the learning targets and receive constructive feedback, they are more likely to take ownership of their learning and strive to meet the standards.

9. Can standards-based grading be applied to all subjects and grade levels?

Yes, SBG can be applied to all subjects and grade levels. The key is to develop clear, measurable standards and provide appropriate assessments and feedback that reflect students’ proficiency in each standard. This approach can be adapted to suit the needs of different subjects and age groups.

10. How does standards-based grading prepare students for future learning and careers?

SBG prepares students for future learning and careers by emphasizing the mastery of essential skills and knowledge. It encourages critical thinking, problem-solving, and the ability to apply learning in real-world contexts. This focus on mastery ensures that students are better prepared for the challenges of higher education and the workforce.

References:

• Diefes-Dux, H. (2018). Student self-reported use of standards-based grading resources and feedback. European Journal of Engineering Education, 44(6): 838-849. Retrieved from https://doi.org/10.1080/03043797.2018.1483896
• Feldman, J. (2019). Beyond standards-based grading: Why equity must be part of grading reform. Phi Delta Kappan, Retrieved from https://kappanonline.org/standards-based-grading-equity-reform-feldman/
• Guskey, T., Townsley, M. & Buckmiller, T. (2020). The Impact of StandardsBased Learning: Tracking High School Students’ Transition to the University. NASSP Bulletin, 104(4): 257-269. http://tguskey.com/wp-content/uploads/NASSP20-Transiton-from-HS-to-College.pdf
• Hany, K., Proctor, M., Wollenbower, J. & Al-Bataineh, A. (2016). Teacher Perception of Standards-Based Grading: Implication and Effectiveness. Journal of Teaching and Education, 5(1): 749-764. http://www.universitypublications.net/jte/0501/pdf/V6G212.pdf
• Haystead, M. W., & Marzano, R. J. (2009). Meta-analytic synthesis of studies conducted at Marzano Research Laboratory on instructional strategies. Englewood, CO: Marzano Research Laboratory. Retrieved from http://www.marzanoevaluation.com/files/ Instructional_Strategies_Report_9_2_09.pdf
• Knight, M. & Cooper, R. (2019). Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching, Learning, Assessment, and Student Behavior. NASSP Bulletin, 103(1): 65-92. https://doi.org/10.1177%2F0192636519826709
• Power School. (2021). Standards-Based Grading: What To Know for the 2021-2022 School Year. Retrieved from https://www.powerschool.com/resources/blog/standards-based-grading-what-to-know-for-the-2021-2022-school-year
• Scarlett, M. (2018). “Why did I get a C?": Communicating Student Performance Using Standards-Based Grading. Insight: A Journal of Scholarly Teaching, 13: 59-75. https://eric.ed.gov/?id=EJ1184948
• Townsley, M. (2019). Considering Standards-based Grading: Challenges for Secondary School Leaders. Journal of School Administration Research and Development, 4(1): 35-38. Retrieved from https://files.eric.ed.gov/fulltext/EJ1228578.pdf
• Zimmerman, J. (2020). Implementing Standards-Based Grading in Large Courses Across Multiple Sections. PRIMUS, 30(8): 1040-1053. https://doi.org/10.1080/10511970.2020.1733149