Grading is one of the most heavily embedded structures in education. It is how teachers communicate academic success with students, parents, and other academic institutions. However, very little time in teacher education and professional development are spent on this topic. We can not truly discuss assessment without discussing grading.
Standards-based grading tackles this issue because it focuses on the communication aspect of grades. Most students are unable to communicate what a "B" means other than it is "not an A". In a standards-based grading system, this issue is addressed directly by having point scores that specifically communicate academic proficiency, not behavior or compliance. By moving to standards-based grading systems we can more effectively communicate student academic achievement.
Leveled assessments are a tool used in standards based grading in which questions on an assessment are divided into levels based on the depth of understanding required to answer a question. A simple example might be the progression from two digit addition, to two digit addition with carrying, to three digit addition with carrying. A student who can accurately complete lower level questions has shown some proficiency towards standard.
Percentage Conversion for standards-based grading is still a common issue as a number of grade record systems require percentage and letter grades. I recommend using Marzano's Percentage Conversion chart for entering standards-based grades as a percentage. It reflects high academic standards while rewarding students who are advancing towards standard without hitting it.