Throughout the world today, school leaders are struggling to implement grading reforms. They recognize that many current grading policies and practices are outdated and inadequate. They also know these policies and practices don’t align well with recent changes in school curricula, instructional strategies, and procedures for assessing student learning. Yet despite their commitment and good intentions, these dedicated school leaders are facing unanticipated opposition.
Grading reform means challenging some of education’s longest held and most firmly entrenched traditions (Guskey & Brookhart, 2019). These challenges prompt concern among all stakeholders and serious opposition from some. In many cases, the most adamant opposition comes from parents and families, especially for reforms involving standards-based or competency-based grading (Franklin, Buckmiller, & Kruse, 2016; Young, 2023).
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