The purpose of this study was to determine how traditional and proficiency-based grading schemes impact student learning and college admissions. Traditional grading (e.g., A, B, C, D, F) is common in secondary schools; however, proficiency-based grading (also referred to as standards-based grading, mastery learning, or competency-based education) is another system that schools have adopted to assess student learning. This mixed-method inquiry analyzed survey data from 72 college sophomores and

more »

... nterview data from four university admissions counselors. Data revealed that 1) students believe that traditional grading methods inadequately measure learning, yet they still prefer letter grades over the proficiency-based model, and 2) counselors evaluate a wide array of grading systems for college admission based on procedures that are not universal. Given that many post-secondary institutions have removed the standardized testing requirement of the SAT/ACT in the admissions process during the COVID-19 climate, universities must now carefully consider how to evaluate applications given the varied grading systems represented. Educational stakeholders wonder how institutions of higher education will evaluate student learning. Proficiency-Based Grading Proficiency grading is an up-and-coming system in secondary education with a focus on the promotion of a mastery of set skills. This grading system is based on clearly defined objectives and focused on the progress of learning, rather than just the letter grade (Nolan, 2016) . According to Great Schools Partnership (2015), the goal of proficiency-based grading is to adequately equip students with the knowledge and skills that are deemed essential in school, higher education, and the workforce. Students are expected to reach proficiency in each learning standard, and if they fail to do so, they receive additional instruction, more practice time, and academic support in order to fulfill the standard.