Standards-Based Grading Practices Among Practicing Music Educators

Abstract

This study sought to describe the prevalence of Standards-based grading (SBG) among practicing music teachers and report the rationale teachers provided for or against its use. Participants were music educators ( N = 96) responsible for grading students. Most participants (52.08%, n = 50) indicated that they were not familiar with SBG. Many participants (46.86%, n = 45) reported familiarity and reported using SBG completely or partially in practice. These participants provided definitions of SBG to validate their self-reports. Definitions were scored using a 4-point rubric. Some of the participants ( n = 7) who said they were using SBG in their teaching provided definitions demonstrating no understanding of SBG. Therefore, these results indicate that 39.58% ( n = 38) of the total participants ( N = 96) were using SBG. Overwhelmingly, when asked to provide the reason(s) why they did not use SBG, teachers described lack of knowledge about SBG as the reason. The most prevalent rationale the teachers gave for using SBG was that teachers were required to do so.