Document Type

Thesis - Open Access

Award Date


Degree Name

Master of Science (MS)

Department / School

Teaching , Learning & Education

First Advisor

P. Troy White


agricultural education, grading practices, standards-based grading, student perceptions


Standards-based grading is being discussed more frequently in the field of education as school districts either explore or adopt this grading method. This study examined the effects of standards-based grading on achievement and perceptions of students enrolled in high school agricultural education courses. This nonequivalent quasi-experimental study focused on how students’ perceptions of classroom feedback, abilities, and opportunities to redo assessments were affected by the implementation of a standards-based grading method. Participants in this study were students who enrolled in a quarter long Home Maintenance course that used standards-based grading methods to assess student mastery on specific content standards in the course. The research questions were addressed through feedback from participants and compared to a control group, which were graded using traditional grading methods. Students’ perceptions of abilities, classroom feedback, grading, and test, quizzes, and homework were recorded in a pre-survey. Standards-based grading methods including prompt feedback, opportunity to redo assessments, and clear learning targets were used. A post-survey was used to record any changes of student perceptions of grading practices, ability, grading preference, and teacher instructional methods. The results reveled student perception remained largely unchanged after having been evaluated in a standards-based grading classroom.

Library of Congress Subject Headings

Grading and marking (Students) -- Standards.
Agricultural education.
High school students -- Rating of.
High school students -- Attitudes.
Academic achievement.


Includes bibliographical references



Number of Pages



South Dakota State University



Rights Statement

In Copyright