The Impacts of a Standards-Based Grading System Emphasizing Formative Assessment, Feedback, and Re-Assessment: A Mixed Methods, Cluster Randomized Control Trial in Ninth Grade Mathematics Classrooms

Abstract

We investigated the impact in ninth-grade mathematics classrooms of Proficiency-based Assessment and Reassessment of Learning Outcomes (PARLO), a standards-based grading system. Key components of PARLO are basing student final grades on the number of learning outcomes on which the student is high-performance or proficient, providing students with formative feedback, and encouraging students to reassess for full credit after further study. Our mixed-methods study employed a cluster randomized control trial with 2,736 participating ninth graders at 14 Treatment and 15 Control schools. Data included student achievement tests, interviews with 35 teachers, and student surveys. The program improved student performance on end-of-course algebra and geometry tests by a statistically significant 0.33 SD but did not impact students’ value of or expectancies for success in mathematics. However, treatment effects on mathematics performance were moderated by these psychological antecedents of motivation, such that students with higher math expectancies and value benefited more from the treatment. Furthermore, teacher interviews suggested that PARLO may have also had positive effects on growth mindsets, mastery goals, autonomy, and relatedness.