Chairperson, Graduate Committee: Peggy Taylor.Harrell, Courtney MarieWalter Woolbaugh was a co-author of the article submitted to the journal 'Journal of chemical education' which is contained within this thesis.2015-01-132015-01-132013https://scholarworks.montana.edu/handle/1/8758In this investigation, standards-based grading (SBG) was implemented with the purpose of improving student metacognition. Grades were earned according to a 4-Point Scale and the student's trend was the final grade. Metacognition was accessed through predictive scoring of assessments. Results indicate that students benefit from the detailed feedback inherent to SBG while predictive scoring quantifies metacognition for the student and teacher. A mixed-methods design was used in the data collection and analysis to provide a holistic view of the impact of SBG on student metacognition. The metacognitive improvement was verified quantitatively by a calibration score indicating 97% accuracy of student final exam score prediction (n=43).enChemistryGrading and marking (Students)MetacognitionFeedback (Psychology)High school studentsProfessional PaperCopyright 2013 by Courtney Marie Harrell