This research explores the intricate interplay between effective grading practices and the cultivation of a growth mindset within secondary education. The study delves into the methodologies employed by educators in determining grades, emphasizing the use of project-based assessments and comprehensive rubrics to ensure fairness and objectivity. Furthermore, the research investigates how educators assess and encourage students' growth mindsets, emphasizing the tracking of progress over time, the provision of diverse challenges, and the utilization of alternative assignments. The pivotal role of feedback in fostering a growth mindset is highlighted, with specific attention to timely and constructive feedback that supports students' reflection and self-improvement. The research also illuminates strategies for identifying fixed and growth mindsets, underscoring the importance of pairing students with differing mindsets and creating an environment that values effort and challenges. Effective communication with students and parents is explored as a means to underscore the significance of mindset in academic achievement. Lastly, the study demonstrates how opportunities for self-assessment and reflection are intricately linked to nurturing a growth mindset, with the allowance for assignment revisions emphasizing the value of learning from mistakes and the process of continuous improvement. The research concludes by advocating for a holistic approach to grading that considers both mastery and effort, encouraging students to embrace challenges and strive for personal growth. This comprehensive examination contributes to the ongoing dialogue on effective grading practices and mindset development in secondary education. [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.]