Standards-Based Grading: The Basics

Rae HughartBlog, Grade Better, Innovate Better, Lesson Plan Better, Mastery Done Better

Standards-Based Grading is a HOT topic right now as educators evaluate what the term “grading” means in the classroom.

As grades continue to dictate a student’s ability to be accepted into a university, qualify them for specific career paths, and award financial support, administrators, teachers, and parents have begun taking a special interest in the ideal equation for a “perfect grade.”

Throughout this debate, stakeholders are forced to not only evaluate what is put together to formulate a score, but analyze what elements should and should not be calculated into the equation.

Consider this scenario…

Two students sit in the same 4th grade reading class. Throughout one week, homework is assigned and taken for a completion grade daily, and an end of the week quiz is given to students on Friday at the end of the class hour.

Student One

  • Does not complete any assigned homework, resulting in a 0/5 homework score.
  • Earns a 10/10 on the end of the week quiz – showing Mastery of the reading content.
  • Therefore, Student One earns a 10/15 in the class.
  • 10/15 = 66% which is a D for their overall score in that class.

Student  Two

  • Completes all of the homework assigned, resulting in a 5/5 homework score.
  • Earns a 7/10 on the end of the week quiz – missing key elements of the content.
  • Therefore, Student Two earns a 12/15 in the class.
  • 12/15= 80% which is a B for their overall score in that class.

Student One was able to prove Mastery of the content, but didn’t complete the tasks. Student Two ends the unit actually understanding less of the content, but with a higher grade than Student One. Two grade letters higher, for that matter.

Do you see a disconnect between the two students’ understanding and their grades?

Try this one…

Two students walk into the first day of their sophomore year Spanish class. After being greeted at the door by their teacher, one student hands the teacher a tissue box – awarding this student 5 extra credit points. As the two students continue throughout the semester, they are both given opportunities for “extra credit points” by bringing in snacks for a classroom celebration, donating extra pencils, or raising their hand to sweep the floor.

By the end of the semester:

  • Student One has earned 25 extra credit points – resulting in her 50% score increasing to a 75%.
  • Student Two has earned 5 extra credit points – resulting in her 70% score increasing to a 75%.

Which student was most proficient in Spanish?

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Looking at Standards-Based grading

StandardsBased Grading mandates a score (or grade) to represent a student’s level of understanding. This process requires additional factors, such as behavior, to be evaluated separately – producing more authentic data on the student’s knowledge base.

This is done utilizing four key elements :

(1) connection of specific vocabulary to a numeric value

(2) focused discussion around understanding rather then task completion

(3) opportunities for multiple attempts to prove mastery

(4) purposeful learning toward required content

Through this practice, students and stakeholders are able to evaluate success in a specific area without additional fluff skewing data of the student’s level of understanding.

Educators often work over 10-hour days to design and implement valuable learning opportunities for students. Do not limit your success by utilizing an ancient grading system within your innovative, progressive lessons. Think outside to box to build 21st century leaders.

Continue your exploration with more Standards-Based Grading posts!

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