Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Barbara Weschke, Ph.D.

Second Advisor

Julia Britt, Ed.D.

Third Advisor

Tony Goss, Ph.D.


The purpose of this study was to evaluate the correlational relationship between classroom grades and standardized test scores for Grade 8 math students. Grading plays a central role in the field of education; this study was significant as it addressed a gap in grading research comparing two current grading methods, and provided an evidence-based discussion on grading practices. The classroom grades for 56 Grade 8 math students were calculated from the same classroom assignment and assessment scores using two grading strategies, a total-points method and an assessment-based grading method, with consideration of summative test retake scores. The assessment-based grading method explicitly employs tenets of Bloom’s (1968) theory of learning for mastery. A correlational analysis found a positive relationship between all classroom grades from both total-points and assessment-based grading methods and standardized MAP math test scores. A Pearson correlation analysis determined the strongest statistically significant relationship was between total-points classroom grades and standardized MAP math test scores. Of the grading systems analyzed, the traditional total-points grades were the best representation of student learning when measured against standardized test scores.

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