This study assessed the impact of COVID-19 on secondary teachers' assessment, grading, and reporting practices in south Florida. The study included a review of the literature on the history of traditional versus criterion-based grading and reporting; accountability and equity in grading prior to COVID-19; challenges in implementing alternative grading prior to COVID-19; challenges in inaccurate grade alignment to standardized testing; grading alignment to standardized testing; ideal components of assessment, grading, and reporting practices; and priority learners and grading with equity. Using the Bronfenbrenner Bioecological Model of Development as its theoretical basis, the study evaluated teachers' perceptions of environmental influences on purpose, accuracy, and equity in grading and reporting practices, as a result of COVID-19. This study employed an interview protocol to address the research questions. The study found that grading policy mandates implemented by the state and districts impacted the interviewed teachers' accuracy and equity in grading. As a further result of the grading policy changes, student extrinsic motivation dropped resulting in lower grades due to significantly higher amounts of academic dishonesty, late work, incomplete work, and absenteeism, severely and inequitably impacting lower socio-economic level priority learners. This shift in motivation in students created in interviewed teachers a shift in the perceived purpose and practice of grading in order to shift students towards more intrinsic motivation, accurate pictures of learning, equitable access to content, social-emotionally aware connections to learning, and scaffolding of executive functioning skills to motivate students to submit quality work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]