Abstract
We report upon an intervention study conducted over two academic calendar years involving high-achieving, grade 8 and 9 students (n = 122 and 123 respectively) enrolled in a year-long geometry course. The study assesses the impact of a change in grading policy, namely removing practice work from grade computations, on student performance levels and behaviors. After the change in grading policy was implemented, findings reveal that performance decreased on some, but not all, standards assessed. Completion rates of practice work also decreased overall. Potential causes are discussed as well as implications for implementing aspects of standards-based grading systems in secondary mathematics classrooms.
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