Why standards based grading

Students are given examples of work that demonstrates proficiency in the standards. This gives students a model to look to when completing their work and even allows them to self-assess their work. This can help to prevent behavior such as copying homework or monopolizing a classroom discussion to receive participation marks.

Standards-based grading provides an effective method for teachers to assess the standards that federal and state governments have worked hard to create. It provides an easy benchmark to judge whether or not students are ready for the challenges that they will face in the job market or higher education.

Standards-based grading may be the path to truly personalized education, giving teachers the power to help every student achieve their full potential.

If standards are the destination, instruction is the journey. Updated on October 19, How does standards-based grading compare with traditional evaluation? Give meaning to grades Letter grades can mean little for many teachers.

The biggest adjustment perhaps is mental, i. Another major adjustment that teachers have to make is how to record student learning. Teachers keeping records using the standards-based approach list the standards that students are expected to learn in the columns across the top of their grade book page.

The standards may be summarized e. In a standards-based grade book, a teacher would not necessarily record a final grade for each student at one sitting. Instead the teacher would keep records perhaps in pencil with a variety of designations such as the examples below:.

A grade book page, therefore, would look very different from the traditional page. Some students might have indicators showing that they have successfully learned the required standards while other students will have different designations showing where they are in the process of mastering the standards for the grading period.

Teachers who have moved to the standards-based grading approach use a wide variety of assessment tools to determine when students have reached standards. Traditional assessment methods do not need to be set aside if they are the most valid measure of the standards and essential understandings being addressed.

Additionally, teachers may use portfolios, learning contracts, and conversations with students as sources of achievement data. Whatever assessment tools are selected, an essential consideration in the use of a standards-based approach to grading is ensuring that our assignments and assessments are valid, that is, they measure what they are intended to measure. Rubrics and exemplars presented to students prior to the start of tasks not only promote more objective assessments of student learning, they increase the likelihood of students success.

What are some additional considerations, practices, or shifts in thinking that teachers must take into account as their grading practices become more standards-based?

What are the steps a teacher should take as they move to standards-based grading? Any shift in thinking starts with an open mind coupled with honest reflection and dialogue. After some personal analysis, the shift then moves to group conversations addressing the pros and cons of the new ideas. Instead of a monumental conversion to a new practice, the teacher can begin by assessing selected assignments by standard instead of one holistic grade. This helps students understand their current areas of improvement, and helps them reach the next level.

This positive environment speeds learning and students reach higher levels of achievement -- all while being deeply engaged and enjoying school. Learning targets are typically written in student-friendly language, so they can understand the goals of instruction. Targets may be further broken down by rubrics to map out the steps required to reach the "top of the ladder. When working on an activity, they can self-assess and reflect on their own performance. They can identify areas of improvement and self-direct their activities.

This leads to greater ownership of their learning. A typical rubric is shown in Figure 6. In traditional classrooms, many teachers mechanically present curriculum to students -- lesson 1 on day 1, lesson 2 on day 2, etc.

While there are exceptions e. Because students learn at different rates, some are bored because the pace is too slow. Others are confused because instruction is too fast. This is a daily challenge in traditional classrooms. In SBG classrooms, teachers better understand student mastery.

At any time, they know which students are at level 1, 2, or 3. This helps teachers offer level-appropriate work. Students at level 1 get activities that help them reach level 2. Level 2 students get activities to climb to level 3. Classrooms often break into smaller groups with students working independently on level-appropriate activities. This is called "differentiated instruction," or DI for short. In this environment, students are less frustrated by poorly-fitting instruction. School is a more positive experience when course material is relevant and interesting.

By improving the use of instructional time, students learn more and make increased academic progress. Some students may be extrinsically motivated by metrics, and strive to improve in measured areas. This creates unhealthy incentives which skew student behavior and attitudes. Consistency can be ensured with a teacher-provided rubric that establishes clear expectations and precisely explains what the student will need to master.

Parents can expect a meaningful grade, one that clearly communicates what learning has taken place. Standards-based grading supports learning by focusing on the concepts and skills that have or have not been learned rather than accumulating or losing points, so parents know what their students need help with.

With increased accountability and clear expectations, students and teachers can actually have more freedom to explore their interests and preferences. Guidance, insights, and tips on accelerated learning, Whole Child instruction, and college, career, and life readiness.

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Share on twitter. Share on linkedin. Share on email. Standards- B ased Grading System Vs. Standards-Based Grading Research Teachers are often frustrated by factors at school that are out of their control, from blended learning and increasing class sizes to lack of adequate student access and many other vital issues.

Standards-Based Grading Pros and Cons The instructional changes that often come along with transitioning to standards-based grading bring several advantages to the classroom.