Purpose: Secondary classrooms implementing standards-based grading (SBG) often experience declines in the completion of ungraded formative work, potentially undermining mastery-based learning and limiting student achievement. This project examined whether playlist-based learning strategies within an SBG framework influenced student completion of ungraded formative work and student disposition toward that work.
Methods: Grounded in constructivist learning theory, this improvement science project examined two iterations of playlist-based learning in a rural midwestern school district. A convenience sample of 47 students participated. Data included completion rates, formative assessment scores, Likert-scale student surveys, and semi-structured interviews. Quantitative data was analyzed using descriptive statistics and t-tests while qualitative responses were coded to identify patterns related to autonomy, alignment, and instructional supports influencing student engagement.
Results: Playlist-based learning sustained high levels of ungraded work completion across both iterations. Although a mid-unit decline in completion occurred, rates rebounded in both iterations. Formative work completion was strongly associated with higher achievement. Student dispositions toward ungraded formative work were generally positive but conditional. Engagement increased when learning tasks aligned with learning targets and when support structures were embedded within the instructional design. Autonomy alone failed to support sustained engagement. Disparities in completion rates between general education and special education students were observed. However, this gap narrowed in the second iteration when instructional support was implemented.
Conclusions: Playlist-based learning can support engagement with ungraded formative work within SBG when alignment, clarity, and support are intentionally integrated. The findings highlight the importance of structured autonomy and adaptive instructional design to promote equitable access to formative learning in the classroom.