From Fragmented to Aligned: A Standards-Based Grading Continuum in Teacher Preparation

Authors

DOI:

https://doi.org/10.32674/zar92s63

Keywords:

standards-based grading, teacher preparation, teacher education, grading reform, qualitative case study, educational leadership

Abstract

Standards-based grading (SBG) has gained traction across PK–12 education as a more transparent and mastery-oriented approach to assessing student learning. However, considerably less is known about how undergraduate teacher education programs (TEPs) prepare pre-service teachers to enter schools where SBG is practiced. This qualitative multiple-case study examined how three undergraduate TEPs in a Midwestern state integrated instruction on grading and assessment into their curricula. Drawing on interviews with teacher education faculty and analysis of programmatic documents, cross-case analysis revealed patterned variation in how grading instruction was embedded across coursework and field experiences. From these findings, this study inductively developed a Continuum of Grading Approach Integration, which illustrates three approaches to teacher preparation: fragmented passive exposure, emerging integration, and an aligned programmatic approach. The continuum serves as a heuristic for understanding how TEPs vary in their support of candidates’ readiness to engage in SBG practices that are increasingly present in PK–12 schools. Implications are discussed for teacher education faculty, program leaders, and educational leadership seeking to align teacher preparation with evolving grading reforms.

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Author Biography

  • Keegan VanDevender, Drake University, Central College, William Penn University, Northwestern College

    Keegan J. VanDevender is an educator, researcher, and curriculum leader dedicated to building equitable, innovative, and student-centered learning environments. His doctoral research explored equity in grading practices, examining how teacher education programs prepare future educators for standards-based environments. With experience across secondary classrooms, higher education, and district leadership, he specializes in instructional design, teacher preparation, and the integration of educational technology.

    He holds a PhD in Educational Leadership from Drake University, master’s degrees in Educational Administration and Curriculum & Instruction, and a BA in Secondary English/Language Arts & Journalism Education. He has also earned graduate certificates in Spanish and Literacy and is currently pursuing one in American Literature at Harvard.

    Professionally, Keegan has taught middle and high school English and Spanish, served as a community college instructor, and taught in university teacher education programs at the undergraduate (AA, AS, BA) and graduate (MEd, EdD, PhD) levels. He now serves as a Student Success Coach and adjunct instructor (Central College, BA; William Penn University, BA; Northwestern College, MEd) while mentoring teachers and contributing to district initiatives. His leadership includes developing curriculum, guiding technology integration, advancing equitable grading practices, and supporting educators through ongoing inquiry and collaboration.

    Beyond the classroom, he serves as a union representative, teacher mentor, and district committee member, contributing to initiatives in professional development, grading reform, and labor relations. He is now seeking to transition into K–12 educational leadership, where his commitment to reflection, collaboration, and systemic improvement can further support student success and staff development.

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Published

2026-08-19

Issue

Vol. 11 No. S1 (2026): Special Issue: Current and Future Grading Practices in K-12 Schools

Section

Research Articles

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How to Cite

From Fragmented to Aligned: A Standards-Based Grading Continuum in Teacher Preparation. (2026). Journal of School Administration Research and Development, 11(S1), 90-104. https://doi.org/10.32674/zar92s63