Standards-based grading aims to make classroom grades more valid, reliable and transparent; ultimately providing an accurate reflection of what skills and knowledge students have mastered.
Common Questions Regarding Standards Based Grading
Why do some concepts have no score?
· The report card lists all of the benchmarks for the year. Because some lessons are taught early in the year and others later, not all items will be scored in each quarter. By the end of the year, all benchmarks will have a score.
Why are there multiple standards for the same subject? Why not just one grade?
· In a traditional system, it is not possible to see strengths and weaknesses when different elements of the subject are all lumped together. For example, a student who received a “B” in English language arts might be very strong in writing but weak in analyzing literature, or he could be at the same level in both areas—the overall grade doesn’t show this. By providing more specific descriptions of the benchmarks and rating students on each, students and parents can see where performance excels and where it needs to improve. We are excited about the opportunity to improve the way we measure and communicate student learning.
Are these the equivalent of A, B, C, D, and F, or scores on a 100-point scale?
· This standards-based system is not the same as a traditional grading system. While any symbol could be used (letters, numbers, etc.), the important things to remember are that:
On a standards-based report card, the grade represents the level of learning reached by the student by the end of the period of study, not an average of performance over the period.
Other, non-academic factors are not mixed in with the academic grade, but are instead graded separately.