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Standards Based Grading - Using both gradebooks to track learning outcomes

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Getting Started With Standards-Based Grading

An approach to grading that deepens learning by highlighting strengths and identifying areas for improvement.

A student scans their report card: A in science, Bs in math and history, C in language arts. Receiving an A in science communicates to the student that they are doing well and have reached a level of mastery; the other grades indicate areas to work on. But which parts within language arts, specifically, need work? Traditional grading can leave students and families confused and frustrated, as they give few pointers about which concepts need attention and rarely offer a clear pathway for improvement.

One way to provide transparency in grading and improve student learning is to utilize standards-based grading (SBG). SBG provides transparency to families on their student’s strengths in a subject area and gives guidance on which standards need improvement.

According to research, standards-based grading creates a more equitable learning environment , as students are given clear learning targets and rubrics that they can use to reach mastery of classroom content. SBG empowers learners not just to learn concepts but to master them, perpetuating deeper learning of content.

Research studies also show that using standards-based grading helps ensure that grading and reporting is more meaningful, accurate, and fair . Additionally, SBG ensures that homework, behavior, attendance, notebooks, and group work are not factored into a student’s grade. Standards-based grading allows students to be graded solely on mastery of course content, which can improve student motivation and help with equity .

Implementing SBG at the Classroom Level

The greatest front work in the classroom for effectively launching SBG is defining standards and creating rubrics for them. Once the standards are defined, the rubrics act as a communication tool for a student’s level of performance and provide feedback and a path to reach mastery.

Mastery is usually measured on a 1–4 or 1–5 scale, with each level of mastery clearly defined on the rubric. During the grading term, student learning on the target is recorded. Teachers track student progress, give appropriate feedback, and adapt instruction to meet student needs.

The key difference between traditional and standards-based grading is that SBG is responsive to learning. When students begin a new target, teachers present an introductory lesson and base materials for the target. As students progress, they are offered more complex material, working their way up the rubric to mastery.

SBG is similar to a staircase, with students climbing up one step at a time until they reach the top. After receiving instruction, some students progress immediately up the stairs, but others need more time. Teachers regularly provide feedback, reteach, and offer additional opportunities to reassess, so that every learner has the opportunity to reach the top.

It’s also essential to build in time for redos and reassessment of standards. By building in redo time during warm-ups, using classroom centers, or as a built-in grade-improvement day, students have the time and space to get feedback, practice concepts, and reach mastery. This built-in time also sets the foundational message that it values the time that individuals need to learn concepts, reducing anxiety and sending a clear message that the teacher values deeper learning over basic understanding.

SBG is powerful because it provides a framework to measure student progress regularly. When teachers continuously understand students’ mastery, they can better adapt instruction to meet students’ needs. SBG causes education to be more effective and engaging. The grade book provides clear communication of students’ level of understanding on standards and clarifies what concepts the student needs help to master.

Piloting Standards-Based Grading

Start with those interested in rethinking grading practices. Creating teams of teachers and leaders with this common goal provides a platform for collaboration. This collaborative effort will help with decision-making for building consistency and fidelity across classrooms, schools, and the division. It also serves as a natural way to build capacity. When making widespread changes such as moving to SBG, starting small and providing structures and platforms for collaboration is critical.

Two critical structures include SBG coaches and a universal platform for reporting student growth. A coaching structure to consider is utilizing a division lead coach, a lead school-based coach, and a grade-level coach who facilitates communication and provides implementation support. A universal platform for reporting student growth builds fluidity in communication and trust among stakeholders.

Barriers to SBG and Solutions

Before starting SBG, it’s crucial to know some of the barriers and how to avoid having to stop before you begin. Create provocative strategies to ensure stakeholder buy-in while developing a pilot program and increasing  capacity among staff.

1. Collaboration. Create a shared space for resources, ideas, and opportunities for collaboration and discussion for teachers and leaders.

2. Standards. Create common standards in reader-friendly language based on state requirements using teachers’ and instructional leaders’ teams. Substandards are helpful for clarity. Be prepared for multiple iterations and revisions over time.

3. Grade reporting. When the goal is to empower students to take ownership of their learning, it’s critical to provide transparency to guardians, increase honesty in skill-mastery reporting, and reduce teacher time.

Before getting started, create a conversion rubric for letter grades with a team that represents multiple grade levels to avoid having report cards with changes that may confuse or concern stakeholders. This provides a method to report both scores and letter grades.

The time has come to empower families and students with grading that guides the learner to deeper understanding and mastery. Standards-based grading goes beyond completing assignments and emphasizes growth and quality. It values the individual student’s needs and responds to those needs to guide every learner at their own pace. Standards-based grading gives every student a clear path and the time they need to succeed, improving the outcomes for every learner. 

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A Beginner’s Guide to Standards Based Grading

By Kate Owens , Instructor, Department of Mathematics, College of Charleston

In the past, I was frustrated with grades. Usually they told me very little about what a student did or didn’t know. Also, my students didn’t always know what topics they understood and on what topics they needed more work. Aside from wanting to do well on a cumulative final exam, students had very little incentive to look back on older topics. Through many conversations on Twitter, I learned about Standards Based Grading (SBG) and I implemented an SBG system in several consecutive semesters of Calculus II.

The goal of SBG is to shift the focus of grades from a weighted average of scores earned on various assignments to a measure of mastery of individual learning targets related to the content of the course. Instead of informing a student of their grade on a particular assignment, a standards-based grade aims to reflect that student’s level of understanding of key concepts or standards. Additionally, students are invited to improve their course standing by demonstrating growth in their skills or understanding as they see fit. In this article I will explain the way I implemented SBG and describe some benefits and some drawbacks of this method of assessment.

I chose Calculus II to try an SBG approach because it was my first time teaching the course, so I could build my materials from the ground up. Also, unlike several other courses I teach, the student count remains low — approximately 25 per section. Before the start of the semester, I created a list of thirty course “standards” or learning goals. Roughly, each goal corresponded to one section of the textbook. I organized the thirty standards around six Big Questions that I felt were the heart of the course material. One Big Question was, “What does it mean to add together infinitely many numbers?” The list of standards served as answers to these Big Questions.  The list of standards and a description of the grading system were distributed to the students on the first day of class. During the semester, students were given in-class assessments in the form of weekly quizzes, monthly examinations, and a cumulative final examination. The assignments themselves were similar to those found in courses using a traditional grading scheme, but they were assessed differently. Rather than track a student’s total percentage on each particular assignment, for every problem I examined each student’s response and then assigned a score to one or more associated course standards. I provided suggested homework problems both from the textbook and using an online homework platform, but homework did not factor directly into a student’s grade. Instead, if I noticed a student needed more practice at a particular sort of problem, I would direct her to the associated homework problems for additional practice.

During in-class assessments, a single quiz or exam question asking a student to determine if an infinite series converged might also require the student to demonstrate knowledge of (a) “The Integral Test , ” a strategy for determining if a series converges or diverges; (b) “Improper Integrals , ” the process used to evaluate integrals over an infinite interval; (c) some method of integration, such as “Integration by Parts,” and (d) some prior knowledge about how to evaluate limits learned earlier in Calculus I. For each of these concepts, I assign a different score (on a 0-4 scale), roughly correlated with a GPA or letter-grade system. During the semester, I tracked how well each student did on each of the thirty standards.  

Since some standards appeared in a multitude of questions throughout the semester, a student’s current score on a standard was computed as the average of the student’s most recent two attempts. Outside of class, each student could re-attempt up to one course standard per week. Usually these re-attempts occurred during office hours and were in the form of a one- or two-question quiz. My rationale for continually updating student scores is that I want grades to reflect a current level of understanding since I want students to aim for a continued mastery of course topics.   Over the course of the semester, their scores on standards can move up or down several times. Students are motivated to continue reviewing old material since they know that they might be assessed on those ideas again and their previous grades could go in either direction.

At the end of the term, each student had scores on approximately thirty course standards. To determine a student’s letter grade, I used the following system:

• To guarantee a grade of “A”, a student must earn 4s on 90% of standards, and have no scores below a 3.
• To guarantee a grade of “B” or higher, a student must earn 3s or higher on 80% of course standards, and have no scores below a 2.
• To guarantee a grade of “C” or higher, a student must earn 2s or higher on at least 80% of course standards.

I adapted this system from one Joshua Bowman used. I like it because it captures my feeling that an “A-level” student is a student who shows mastery of nearly all concepts and shows good progress toward mastery on the others; meanwhile, a “B-level” student is one who consistently does B-level work. Also, this system requires students earn at least a passing grade on each course topic. In a traditional system, a student might do very well in some parts of the course, very poorly in others, and earn an “above average” grade. In the system I used, for a student to earn an “above average” grade, they must display at least a passing level of understanding of all course concepts. While students aren’t initially thrilled with this requirement, most are happy once I explain they can re-attempt concepts often   (within some specific boundaries) and so the only limit on improving performance is their motivation to do so.

There are three major advantages of tracking scores on standards. First, I can quickly assess student performance:

Second, I can give meaningful advice to students:

Third, I can determine what topics are in need of review or additional instruction:

Students have noted that SBG has several benefits for them as well. They aren’t limited by past performance and can always improve their standing in the course. Many students who describe themselves as “not math people” or those who say they suffer from test anxiety appreciate that their grades can continue to improve, thereby lowering the stakes on any particular assessment. In my office, conversations are almost always about mathematical topics instead of partial credit, why they lost points here or there, or what grade they need on the next test to bring their course average above some threshold. The change in types of conversations during my office hours has been amazing, and for this reason alone I will stick with SBG in the future. Students review old material without prompting, they feel less stress over any individual assignment, we don’t have conversations about partial credit or lost points, and they are able to diagnose their own weaknesses.

With that said, the SBG system also has some disadvantages. First, it takes a thorough and careful explanation to students about the way the system works, why it was chosen, and why I believe it is to their benefit. Student buy-in is critical and it isn’t always easy to attain. I have found that spending a few minutes of class time discussing SBG every day for the first one or two weeks is more helpful than giving a lot of explanation on any particular day. Students need some time to think about what questions and concerns they have, and I encourage them to voice these in class whenever they like. Initially, students think that this system will be too much work for them, or that their course grades will suffer since past strong performance could be wiped out in the future. (In contrast, by the end of the semester, almost all students say they really appreciated this method and felt they learned more calculus than they would have in a traditionally graded course.) Second, several students complained that their grades were not available through our online learning management system; I still haven’t found a way to convince our online gradebook to work in an SBG framework. Instead, students must come to my office to review their scores with me outside of class time. Third, choosing both the correct number of course standards as well as a thorough description of each standard has been challenging. It’s difficult to balance wanting each standard to be as specific as possible while keeping the total number of standards workable from both my viewpoint and that of the students.

After several semesters of using an SBG framework, I believe the benefits to the students outweigh the disadvantages.  At this point, I don’t have any firm data about student learning outcomes, but I do have some anecdotal evidence. The feedback from my students about this method of grading and, in particular, the details of my implementation has been very positive. I have received several e-mails from former students who, even semesters later, realize how much SBG changed their perspective on the learning process, or who wished their new instructors would switch to an SBG system. Comments on my student evaluations have mentioned that they feel their grade accurately reflects how much calculus they know, rather than how well they performed on a particular assignment, or how much they were punished from making arithmetic mistakes. As one student noted, “this class was not about how well you could take a test or quiz or do homework online that sucked. It was about the amount of calculus you understood and your effort to be better at it.” As a calculus instructor, this describes my exact goal for my course.

If you are interested in trying an SBG approach in your own courses, here are four questions to jump-start your journey:

• What are the core ideas of your course? What concepts or ideas do you want students to master?
• How many standards do you think you can track? You need them to be specific enough that students can understand exactly what each one means, but you also need to have few enough that your grading workload is manageable. I have 30 for a 16-week semester.
• Will you allow re-attempts? What kinds of limits will you set, if any? I found that limiting students to re-attempting only one standard per week was essential in cutting down my grading workload. This limit also gave students the opportunity to focus on one topic at a time, rather than re-attempting several at once just to see what would stick.
• How will a final assessment, project, or exam count? In my course, a student’s course score on each standard is a weighted average: 80% comes from their pre-final exam score and the remaining 20% comes from the score earned on the final itself. In this way, the final exam contributes about 20% to the student’s letter grade in the class, a figure in line with what is commonly used in my department.
• How will you convert all the scores on standards into a letter grade?

Online SBG Resources

• Twitter hastags: #sbg, #sbgchat, #sblchat
• http://tinyurl.com/SBGLiterature , Scholarly articles related to SBG (list maintained by Matt Townsley)
• http://thalestriangles.blogspot.com/search/label/sbg , SBG blog posts by Joshua Bowman (@Thalesdisciple)
• http://shawncornally.com/wordpress/?p=673 , Standards-Based Grading FAQ by Shawn Cornally
• http://blogs.cofc.edu/owensks/tag/sbg/ , my own blog posts about SBG
• https://plus.google.com/communities/117099673102877564377 , a newly formed Google Plus community for anyone interested in conversations about standards-based or specifications-based grading

19 Responses to A Beginner’s Guide to Standards Based Grading

Hello – I am a senior studying math education at the University of Illinois. I will be student teaching Algebra 1 and Geometry next semester, both of which use Standards Based Grading methods. To be honest, prior to reading your blog post I did not have a very positive opinion of SBG. To me, it seemed like too discrete a way of assigning students an assessment score. However, the comment you stated that I really liked and will stick with me is, “I want grades to reflect a current level of understanding since I want students to aim for a continued mastery of course topics.” This really got me thinking, since I remember all the times both in high school and college when I thought, “If only I had another chance…I really knew that material, but I wasn’t in the right mindset in that moment.” You’re right…SBG allows this to happen, and from a student’s perspective, I can see why this would probably be preferred. It seems like it’s worked really well at the college level with your Calculus students. My one worry is that since I will be using this with freshmen/sophomore students in high school, they will avoid doing well on exams from the start since they know they can just retake it if they don’t do well. While it is clear your students’ motivation increased with your SBG implementation at the college level, I’m not so sure about how to make it work so effectively next semester with my high school students. Do you have any advice on strategies I can use to make it seem like the optimal strategy and have students get the most out of it?

Hi Cam! Thanks for your comment. I hope to throw together some of my thoughts in reply, but please ask me again if I miss a key concern or question.

As it turns out, many of the educators pioneering non-traditional grading approaches are in the K12 community. For example, Frank Noechese (@fnoschese on Twitter; website https://fnoschese.wordpress.com/about/) is a Physics teacher at a secondary school whose standards-based grading philosophy inspired me to make the leap. I have joined a Gooogle+ community of standards-based learning educators and we would love to have your insight as you navigate your own path — join us at https://plus.google.com/communities/117099673102877564377 . Indeed, as the community formed, a few people in the K12 community were happy to sign up. Their experiences will possibly be more aligned with what you’ll see next year than my own. I consider myself a relative newcomer to the SBG/non-traditional grading movement.

As far as your specific concern: “[T]hey will avoid doing well on exams from the start since they know they can just retake it if they don’t do well.” I was worried about this, too. What I found is that limiting the number of standards that could be attempted weekly helped quite a bit. I have 30 standards per 16 weeks, and at a one standard per week cap, students realize they must get close to mastery on at least some topics. Additionally, after the first exam, I try to encourage students as much as possible to come to my office, even if they believe they aren’t ready to re-attempt yet. Sometimes I find that what they are lacking isn’t mathematics, but instead confidence; after a brief chat, I can tell they know the material, and what they seek is encouragement instead of insight.

I think at the heart of your concern is something every educator must face — occasionally we all have students who, for whatever reason, don’t put 100% of their effort into their studies. I wish SBG was a magic wand for this issue, but it isn’t. In my experience, a student who earns a C-minus in a traditional course is very likely to earn a C-minus in my standards-based course for exactly the same reasons. As an instructor, my target is those B or C level students who have a lot of motivation & work ethic (but perhaps who lack confidence) to improve their standing. If a student is determined to fail a course, there isn’t much I can do — but if a student really wants to learn and demonstrate mastery of the material, I see it as my job to cheer them on as they work toward this goal.

I hope that this helps and that you’ll come join our Google+ community and conversation; or find me on Twitter: @katemath.

I am also a senior studying Math Education at the University of Illinois at Urbana-Champaign. I will be student teaching next semester in a high school in Champaign that also uses SBG.

I think it’s really interesting that you were able to implement this at the college level. I’ve only heard of this being used in K-12 like you’ve mentioned in your reply to another commenter. Do you feel that this method of grading can be applied more widescale at the college level? I feel like for students who were recently introduced to SBG from a traditional style and then going back to traditional in college is unhelpful to students in the long run. What are your thoughts on this?

Hi Peter, I am hoping to develop an SBG approach in many of my college courses. Next semester, I’ll be implementing an SBG system in a very different course — “College Algebra”, which is the lowest level mathematics course offered at the College of Charleston. My process of switching to an SBG philosophy has been strongly supported by the advice, knowledge, and experience of several online colleagues. I have found that asking lots of questions has led to many fruitful conversations about these issues, so I encourage you to keep asking whatever pops to mind.

As far as students switching from SBG to traditional (or the other direction), this is something I have also wondered about. My own conclusion is that my students face a similar transition between any two instructors. For example, one instructor might focus a lot on grading homework, whereas another doesn’t grade homework but has daily graded quizzes. These challenges are common in every college experience, regardless of grading approach or philosophy. My own experience makes me believe that I should do what I feel is in the best interest of my students, even if this is a different approach than the one taken by my colleagues. I believe that having an open and honest dialogue with both groups — both my colleagues and my students — is important.

Lastly, I’ve received a lot of feedback from prior students that my SBG implementation has changed the way they approach their education for the better. They value our conversations on what it means to learn, on why I think the SBG approach is in both their interest and my own, and also on how their education is essentially their responsibility. It is my job to give them a clear picture as to what they know, where they can improve, and support that improvement whenever possible; it is their job to “do the work,” face the challenge head on, and strive to do the best that they can. I hope to be more of a cheerleader or coach for them, rather than a judge & jury. Students seem to agree that an SBG philosophy allows me to do this and they appreciate the extra work it takes, on their side and my own.

Come join our Google+ community if you’re interested in perspectives apart from my own! We are looking forward to continuing this conversation.

I have been slightly exposed to standards based grading in my last two years of college, and I like it for a few reasons. Namely, I like that it allows for better understanding of individual progress in actual learning than traditional grading, and that it redefines success by allowing students to retest and continue to demonstrate learning and improvement. You also mention several disadvantages, but many of them are results of SBG not being “mainstream”. Clearly, this post shows that standards based grading is a success for Calculus II, and probably for most other math courses, so why is it so difficult to facilitate a switch to SBG several orders of magnitude larger than a single classroom? I understand that education reform is slow to begin with, and gets slower the more you try to reform, but don’t many educators share your perspective on SBG? I know that as a student, I would appreciate standards based grading far more, as it just feels more like learning than traditional grading does. As a future teacher, I want to afford my students this opportunity, but I fear the community and department backlash for being a “new teacher” with new tools. Is there a strategy better than just buckling down and grading in this manner regardless of what anyone else says?

Hi Kyle, I am in the process of planning for next semester. I’ll be teaching several sections of our “College Algebra” course for the first time, and I’m developing an SBG-approach for this class. The class will be quite different than Calculus II. First, there will be many more first-year students. Second, many of them won’t be in science or mathematical majors. I am excited to see how they respond. Third, I’ll have many more students than I did in Calculus II. I’m hoping that it goes well; I plan to blog about what I learn at my own blog (http://blogs.cofc.edu/owensks) and also share my experiences with our Google+ community (https://plus.google.com/communities/117099673102877564377).

You mention: “I fear the community and department backlash for being a “new teacher” with new tools.” I’d be lying if I said this hadn’t crossed my mind as well, especially considering that this semester (Fall 2015) I faced my Third Year Review as part of our Tenure & Promotion process. With that said, I believe it’s my job to use my best professional judgement to figure out what I think is best for my students — meanwhile focusing on being completely transparent about the hows & whys of my choices, whether to my department, my administration, or my students. For me, I can’t imagine going back to a traditional grading philosophy because of the experiences I’ve had in my SBG courses. In outlining the “hows and whys” in my T&P documents, I found that my colleagues were very supportive of my non-traditional approach. After ten years in the university classroom, I have found all the departments I’ve worked with to be places that welcome innovation, so long as that innovation is well-supported by strong professional judgment and honest, ongoing conversations.

Come join our Google+ community and see if everyone else will echo my experience. (I’d be curious to know what they have thought throughout their careers!) Check out https://plus.google.com/communities/117099673102877564377 .

The SBG system is a great step forward in the way teachers and professors approach learning. Speaking from personal experience, this system of grading allows for students to learn at their own pace, to be in charge of their own mastery of the material, and ultimately reinforces the subject matter. With this system, it also prevents one “bad day” from tanking the students grade. Of course their are limits to where and how the SBG system can be applied, but for Calc II, it worked beautifully. Dr. Owens was able to teach one of the best — and yet one of the hardest — classes I’ve ever taken, while allowing me to learn at a rate that suited me and promoted my learning. At least for every math class I have ever taken, SBG would’ve improved the experience by promoting learning as opposed to memorizing.

I have been exposes to SBG along with the concept of visual learning and I have fallen in love with the idea of both of these, but I am getting nervous implementing them in my classroom. I appreciated that you highlighted the pros and the cons that you discovered. The thing that encourages me the most about your review is that you said in your office, discussion went from partial credit to math topics. Isn’t that what the discussions should be? Student learning seems like it would increase so much if students were concerned about learning, not their grade. I think the fact that you said student buy-in is crucial and your four questions are exactly on point. One thing I am really nervous about is the amount of time it seemed as though you put in – and you mentioned that it was for smaller class sizes. Do you have any advice for SBG in a high school with 35 kids to a classroom and 6 difference classes? I think it would be a great benefit to my students and school to move toward SBG but I am afraid to take that first step.

Hi Ali, I was nervous too, before my first SBG class. I think this is just part of the process we all go through when making big changes to our courses. As far as particular advice about your high student count (35*6), I would suggest designing a system that is easy (perhaps Pass/No Pass?) and somewhat automated — for example, if you have access to test generation software, using that to create multiple versions of a single re-assessment rather than having to write each one individually. You’re welcome to join our Google+ community (the link is above) and there you might find people whose SBG experience is more akin to your situation & who can offer even more insight than I can. Good luck 🙂

This is amazing! I do have one question for you: How do you go about recording your grades? What gradebook program do you use?

Same question. Also, on the retakes … were there problems about access? I mean, that some students could make the office hours and others could not?

Hi Kevin. I didn’t have any access problems. I tried to schedule my office hours around times I knew the students would be free. Occasionally, I’d set up an appointment to meet with someone if they really had a conflict. In cases of a busy week, our admin assistants help us proctor, so rarely (once or twice) I left a re-assessment quiz with them for a student to take during normal business hours. I didn’t like this option since I always wanted to sit down and chat with the student before they tried another problem, just to help clear up any underlying misunderstandings of the material.

Since writing this post, I’ve started using our online LMS gradebook. It isn’t a great fix. For example, since students take quizzes a different number of times, this data can’t really be stored in the gradebook. We have a D2L product. I did figure out how to do a “Selectbox” grade, so I have my EMRN system there. I have one column per standard and I update the dropdown menu each time a student makes an attempt at a standard. I also save some data in Excel on my office computer where I feel like I have more control over how calculations are handled.

Hope this helps!

Hi, I am a high school math teacher that teaches a variety of classes from Algebra 1 to co-teaching Dual Credit College Algebra. I really am interested in SBG because it sounds like it focuses more students on math topics instead of their grade all the time. I come across the topic of grades almost every day and I really feel like students are so wrapped up in the grade that they aren’t really learning as much; instead they are trying to memorize. I already implement a rework process within my regular grading system because I really like to see my students find their errors and learn from them. However, I don’t know how well SBG would work in the high school setting. Is SBG something that should be implemented school-wide to help the students understand the process or will in not matter if I am the only one in the high school to implement this? How many of your colleagues use this same system?

Hi Kristie,

So far, none of my colleagues in my department are using an SBG approach. However, there are a few folks around the university who are trying either specifications grading or SBG outside of the math department. I think your students would benefit from this approach even if you’re the only one using it.

Thank you for sharing!! I have just started my 3rd year at a High School and am teaching a new prealgebra course with students who have failed math classes in the past. I felt the SBG would be a good way to get these students back into a growth mindset. So far they have fought against it quite a bit, but mainly because they don’t like change. They also seem opposed to not having extra credit opportunities. I am curious, do you have any thing in SBG that is similar to extra credit?

I felt like EC wouldn’t really fit a SBG approach where learning must be shown. Sinced once you show you have mastered a standard, your grade will reflect that growth and the EC would not be needed.

Kate, This post is one of the most concise and comprehensive sources on Mastery-Based Grading I’ve read. And I’ve read a lot, because I am currently creating my Mastery model. Right now I am struggling with balancing my general and specific outcomes. This is why I am especially interested in your 6 Big Questions and how your specific standards answer these questions. Here is my question: Have you used these Big Questions in your grading in any way? How were they present in your system? In other words, did they play any other role other than helping to create a meaningful structure of the course (which is already a lot!)? Thank you!!!

One of the big struggles with moving to an SBG system is you really have to figure out what it is you want your students to learn. For me, using Big Questions has been really helpful in my course prep because it focuses my attention on what the point of the course is. Also, in past semesters, I’ve often asked students on the final exam “What were the Big Questions in this course?” and I’ve been really impressed with their responses.

I realize that my students will probably, at some point, forget how to do things I’ve taught them (think: quotient rule! integration by parts!). And I think I’m OK with this. What I would like them to remember from my course, even if they forget the details about the methods we’ve implemented, is what kinds of questions we were asking. So in my instruction and documentation, I try to make clear “This is the Big Question we’re struggling with right now”.

So, specifically: 1. I don’t think the Big Questions really are part of their grade (although sometimes I ask my students if they remember them or not). 2. They are present in my system as an organization tool, both when I’m writing my standards at the start of the course, and also as a structure within the semester to bring the conversation back to “What are we even trying to do today?”

I hope this helps!

Thank you Kate, it definitely does! And I can see how important it is for a Calculus course. My general outcomes/big questions for a high school Algebra 2 course may not be so profound, although just like in Calculus, I’d like my student to internalize big ideas about relationships between real world processes, functions, equations, graphs etc. rather than necessary particular types of equations and graphs. So I can totally accept your philosophy and practice! Thanks again, Yelena

This sounds great for math or science classes. I teach high school history, and we focus on citizenship along with reading and writing using evidence to support claims. I find that many of my students come to ninth grade without any knowledge about their country due to more emphasis on reading and math. Elementary grades have stopped teaching history to make sure kids are reading better (and they are not) or working on new math techniques. In using standards based grading for history, how will I be able to assess students’ knowledge based on the state standards accurately. Much of history is based on knowledge. One cannot write about history without learning the basics. When a student reaches the high school level, they should be able to read and write in an acceptable manner, but we all know students are passed on, and I believe part of the problem is this re-do until they get it. I do not think all students will always get it. Life does not always offer second chances, but that is what we are teaching them. That is why we have students who fail, especially when they try college. I know this will not be read or responded to, but I am very skeptical of passing everyone.

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An Educator’s Guide to Standards-Based Grading

When a student earns a grade on his or her report card, what does that grade really mean about that student’s level of mastery of the standards? For instance, let’s consider three different students who earned three different grades in algebra for the nine weeks. Jack earned an 86, Jennifer earned a 76, and Jamie earned a 74. Which student would you assume has the greatest level of mastery? Which student would you assume has the lowest level of mastery? Here’s the breakdown of Jack’s, Jennifer’s, and Jamie’s grades:

First, we have Jack. Jack always completes his homework with the help of his parents and works hard to complete his classwork with assistance from his classmates and his teacher when needed. Because he gets a lot of help from his parents, Jack always turns in outstanding projects. When it comes to assessments, however, Jack struggles. He doesn’t perform very well when he has to demonstrate his mastery independently, even when he has the opportunity to retake the assessments. Next, we have Jennifer. Jennifer does her homework each night, but she doesn’t have anyone to help her. So, sometimes, it’s correct, and sometimes, it isn’t. When it comes to classwork, on some assignments, Jennifer does really well, and on others she doesn’t. But, she continues to practice until she understands. So, even though Jennifer doesn’t always grasp concepts the first time, by the time she has to take the assessment, she has usually developed proficiency, so her assessment scores are really good. Jennifer also works really hard to create great projects, but with no help at home, she sometimes makes small mistakes. Lastly, we have Jamie. Jamie doesn’t do her homework; she thinks it’s a waste of time. When it comes to classwork, on the other hand, Jamie does well. She learns very quickly, and she already knows most of the content. Jamie always aces tests, and she does OK on projects. But, she always waits until the last minute, so her work isn’t perfect.

The Problem With Traditional Grading Scales

Based on their grades, we’d assume Jack has the highest level of mastery and Jamie the lowest, but after analyzing each student’s situation, we know that the opposite is true. This is because traditional grading scales produce grades that aren’t necessarily aligned to whether students have actually mastered the standards. Critics of traditional grading scales view this as problematic because students who need extra help, like Jack, may not receive it because they seem to be doing well; students who are advanced aren’t challenged so that they can grow; and students who are able to demonstrate mastery over time are penalized because it takes additional practice for them to get there.

What is Standards-Based Grading?

Standards-based grading is a grading system in which the grade a student earns is a direct reflection of that student’s level of mastery of the standards covered. All other factors are removed from the calculation of the grade, or they are pulled out and used to calculate a separate effort or behavior grade.

In a standards-based grading system, specific standards are identified for the grading period, and students earn a proficiency-based score based on their performance on each standard. If a student doesn’t master a standard, the student is given several opportunities to learn the standard and then retest. Only the most recent evidence of mastery counts toward the grade, so students are not penalized for taking a longer time to master a standard, if they are able to eventually master it.

Proponents of standards-based grading claim that this type of grading system doesn’t allow students to “slip through the cracks” without mastering content. It also encourages students to continue working on a concept until they master it instead of simply moving on once the assessment is over, only to fall behind on more complex content later. If standards-based grading had been used for Jack, Jennifer, and Jamie, then their grades would have been quite different. Jack would not have been able to earn a high grade mostly due to his excellent homework and projects. His lack of independent mastery would have caused his grade to be much lower, and his instructor would have clearly seen that he was struggling and could have provided additional resources and opportunities for him to master the content. Jennifer’s grade would be higher because she was able to demonstrate a high level of mastery on the standards, even though it took her some time to get there. Jamie would have earned a much higher grade as well, and because of her early mastery of the content, she could have been allowed to move on or work on advanced content to develop a deeper level of mastery.

Implementing Standards-Based Grading

To implement standards-based grading, educators need four key things:

• A deep understanding of the standards and what true mastery looks like
• A grading rubric for measuring proficiency and a method of conversion if a letter or number grade will still be required for grade reporting
• A standards-based formative assessment strategy—this is key to being able to determine students’ mastery and to provide feedback to help students improve
• High-quality initial instruction and a plan for remediation and acceleration

Moving from a traditional grading system to a standards-based grading system requires a shift in mindset for educators, students, and parents. Whether the change is happening at a district, school, or an individual classroom level, follow these four steps to get started:

Step 1: Review the standards that will be covered during the grading period. Consider the following questions:

• What does mastery of this standard look like?
• How will mastery be assessed?
• Are there any alternative ways that this standard can be assessed?
• How will this concept be taught initially?
• How will students receive remediation if they don’t master the standard the first time?
• Will students who demonstrate early mastery focus on mastering this standard at a deeper level, or will they move on to another standard?

Step 2: Communicate the standards, rubrics, and grading scales to students and parents so that they know the expectations and can take ownership of their learning. Step 3: Develop/locate standards-based homework and classwork practice activities that allow students to receive detailed feedback so that they can improve. Step 4: Implement effective classroom management strategies that will allow the instructor to provide individual and small-group instruction to ensure that all students master the standards.

If your district isn’t ready to move away from traditional grading scales, keep in mind that a standards-based grading system can be adopted in addition to the traditional grading system. That way, student progress on a standard-by-standard basis can be tracked and still adhere to the district’s grading requirements. For more ways to accurately assess students, consider these tips on using student assessment data .

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Standards-based grading, data-driven decisions, multi-tiered systems of support (mtss), portrait of a graduate, family engagement, product updates, implementation & support, partners & integrations, success stories, in the news, standards-based grading: everything you need to know (2024).

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What School Families Need to Know About Standards-Based Grading

What is standards-based grading.

Standards-based grading (SBG), or mastery-based grading, is a system that evaluates students’ progress toward mastering specific learning targets called standards. These standards can be set at national, state, or school levels. A standards-based grading scale often comprises categories ranging from “below” the standard to “mastering” it.

What Is The Purpose of Standards-Based Grading?

The ultimate standards-based grading resource center.

3 Benefits of Standards-Based Grading

Increased student engagement, better parent/family conversations.

Consistent Measurement

What school administrators need to know about standards-based grading, communicate and discuss, start small.

It can be difficult for many people to buy into something they haven’t used before. Consider starting with one or two teachers who are excited about this change. Maybe even create a Professional Learning Community around implementing SBG. If the test is successful, it will be much easier to garner wide-scale support. This can provide a boost in momentum which will increase the likelihood of long-term success.

Equip Your Teachers

Many challenges come with switching to SBG, and the last thing you need is another third-party software to integrate.

Otus is an all-in-one solution for educators to teach, grade, analyze, and plan. With a built-in, highly customizable standards-based grading system, Otus makes transitioning to SBG much smoother. One of the best SBG features is the standards-based report card that helps families understand their student’s performance against standards.

Check Out The Otus SBG Report Card!

What School Teachers Need to Know About Standards-Based Grading

Do some research.

Ironically, there is no standard way to use standards-based grading. You might have questions like which scale we should use, how to handle missing/late assignments, and how many standards should we teach? These questions, and many more, will need to be answered. Before you embark on this new adventure, spend some time researching best practices from other educators.

Here is a comprehensive list of resources to help you on your journey!

Communicate with Students

One of the benefits of standards-based grading is that it empowers students. However, it is hard to empower students when they are out of the loop. Once you get the SBG ball rolling, consider how you’ll communicate this change with your students. Whether you give a presentation or provide resources for students to see how standards-based grading works, communication is key. They will feel more empowered when they have a clearer understanding of what they’re learning and why.

Communicate with Families

Communicating with families is just as important as communicating with students. It can be difficult for families to transition from viewing grades as compensation (or something their student earned) to viewing them as a better form of communication around their student’s learning. Listening to family feedback and offering helpful resources is a great way to ease the transition. If done well, families can become some of the biggest advocates for mastery grading.

Everyone knows what a traditional report card looks like, so it can be unnerving when something radically different shows up instead. Many families are accustomed to a definitive score for their child, especially when they are a “straight-A student.”

Families need to know that grades aren’t meant to be a game with a high score but rather a tool for effective communication. While a letter grade can give a fuzzy outline of learning progress, an SBG report card gives a high-definition view. Rather than knowing a child has a B+, they can see they struggle with thesis statements. Instead of informing families that their child needs support, a standards-based approach allows families to understand exactly how to support their child.

Privacy Overview

Seven Reasons for Standards-Based Grading

Reason 1: grades should have meaning, reason 2: we need to challenge the status quo, reason 3: we can control grading practices, reason 4: standards-based grading reduces meaningless paperwork, reason 5: it helps teachers adjust instruction, reason 6: it teaches what quality looks like, reason 7: it's a launchpad to other reforms.

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• An A means the student has completed proficient work on all course objectives and advanced work on some objectives.
• A B means the student has completed proficient work on all course objectives.
• A C means the student has completed proficient work on the most important objectives, although not on all objectives. The student can continue to the next course.
• A D means the student has completed proficient work on at least one-half of the course objectives but is missing some important objectives and is at significant risk of failing the next course in the sequence. The student should repeat the course if it is a prerequisite for another course.
• An F means the student has completed proficient work on fewer than one-half of the course objectives and cannot successfully complete the next course in sequence.

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD.

O'Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: Educational Testing Service.

Tomlinson, C., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD.

Author bio coming soon

ASCD is a community dedicated to educators' professional growth and well-being.

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A Comprehensive Guide to Standards-Based Grading

"children are persons." let's assess them that way..

Introduction to Standards-Based Grading

What is standards-based grading.

Standards-based grading is an innovative method of student evaluation, oriented towards understanding the student's understanding and mastery of a subject rather than the accumulation of points or grades. Typically, a set of measurable standards, such as the Common Core State Standards (CCSS), are used to benchmark progress and identify learning gaps.

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Why is it gaining popularity in education?

One primary reason for its growing popularity is its student-centered approach. Unlike traditional grading systems that predominantly focus on completion and correctness, standards-based grading allows educators to monitor individual student progress truly. It emphasizes:

- Student understanding of the subject matter - Mastery of specific skills - Progress over time

Benefits of implementing standards-based grading in the classroom

There are several benefits to implementing standards-based grading in the classroom. Some of these include:

- Providing clear and precise feedback to students, enabling them to understand where they stand and how they can improve - Fostering a better learning environment where the focus shifts from getting a high grade to developing an in-depth understanding of the subject matter - Making the process of evaluation much more transparent and comprehensible for parents as well.

Understanding the Core Principles

Understanding the core principles of a standards-based grading system is fundamental to its successful implementation. It shifts the focus from traditional grading practices towards a system that truly reflects a student's understanding and mastery of the learning content.

Focus on Learning Goals and Essential Standards

In a standards-based grading system, primary emphasis is placed on learning goals and essential standards. Unlike traditional grading, where a cumulative score is given, standards-based grading assesses students' proficiency in specific skill sets or knowledge areas. The grading is done based on how well students have understood and mastered these predefined standards. Identifying and defining these standards is the first step in this grading process.

Providing Clear, Specific Learning Targets

Another critical aspect of standards-based grading involves setting clear and specific learning targets for each standard. These targets act as guides, help students understand what's expected of them, and assist educators evaluate student progress effectively. For example:

- Students will be able to analyze and interpret data from scientific experiments - Students will be able to write an argumentative essay with clear reasoning and supporting evidence

Differentiating Between Proficiency Levels

An essential component of standards-based grading is the differentiation between proficiency levels. Instead of letter grades, students' competencies are classified into categories such as "Beginning," "Developing," "Proficient," and "Mastery". This allows educators to provide detailed feedback and supports students in identifying their strengths and areas that require improvement. It promotes a growth mindset by shifting the focus away from scores and towards continuous improvement.

Transitioning to Standards-Based Grading

The first stage in implementing standards-based grading successfully in your classroom is the transition phase. This phase involves getting buy-in, communicating the purpose and benefits, and addressing common concerns.

Getting Buy-In From Students, Parents, and Colleagues

To ensure the successful adoption of standards-based grading, it's crucial to get the support of all stakeholders - students, parents, and colleagues.

- Discuss with students: Explain how this grading system focuses on learning progression and not just the final grade. - Talk to parents: Let them understand that this method provides a clearer picture of their child's academic strengths and weaknesses. - Speak to colleagues: Achieving staff consensus on the change is vital; their support and collaborative input significantly streamline the implementation process.

Communicating the Purpose and Benefits of Standards-Based Grading

Emphasizing the purpose and benefits of standards-based grading to stakeholders can effectively drive their buy-in. This system encourages better student learning by focusing on mastery of specific skills or knowledge instead of accumulating points.

Addressing Common Concerns and Misconceptions

It's common to encounter some resistance or concern when introducing a new system. Common concerns include fear of change, difficulty in understanding the grading system, or worries about the effect of this new system on college admissions. Prepare to address these concerns with informed arguments backed by research and pilot implementation results.

Developing and Aligning Assessments

When implementing standards-based grading, it's crucial to align your assessments with the learning targets or standards. This ensures you accurately gauge student progress and provide feedback that directly corresponds to the learning objectives.

Creating Clear and Measurable Learning Targets

Start with creating clear and measurable learning targets. This can be achieved by:

- Breaking down each standard into smaller, manageable learning targets. - Ensuring each learning target is measurable. - Communicate these targets with students at the beginning of each lesson.

Choosing Appropriate Assessment Methods for Each Standard

Next comes choosing the appropriate assessment methods. Some standards are best assessed through projects, others with quizzes, and some may require daily observations. Consider the complexity of the skill when picking an assessment method.

Aligning Assessments with Learning Goals and Proficiency Levels

Finally, align your assessments with the learning goals and established proficiency levels. This involves:

- Creating rubrics that align with the learning target. - Developing a scale for grading where each level corresponds directly to a specific skill or knowledge level. - Providing students with clear expectations on how their performance will be evaluated.

By properly aligning assessments, educators can ensure they grade on actual skills, knowledge, and understanding, not on effort alone or other subjective factors.

Interpreting and Communicating Grades

Grading students under this system involves much more than just attaching a number or letter to a student's work. It involves interpreting and communicating levels of proficiency in a meaningful way.

Defining Proficiency Levels and Grade Descriptors

In standards-based grading systems, proficiency levels are defined and utilized to assess student performance. Instead of traditional A, B, C grading, terms like "exceeds standards", "meets standards", and "needs improvement" are commonly used. Grade descriptors need to be clearly defined and communicated to students at the beginning of the course so they understand what is expected of them. • Exceeds Standards: Goes beyond what was taught • Meets Standards: Understands and can demonstrate knowledge • Needs Improvement: Has not yet reached proficiency

Providing Meaningful Feedback to Students and Parents

Feedback is a significant part of standards-based grading. Rather than simply communicating a student's grade, feedback needs to be focused on their progress towards the set standards. It should include strengths, areas for improvement, and specific strategies for achieving the next level of proficiency.

Differentiating Between Formative and Summative Assessments

Understanding the difference between formative and summative assessments is essential. Formative assessments are ongoing checks for understanding during the learning process, while summative assessments evaluate student learning at the finish of an instructional unit. Formative assessments help to inform teaching and guide improvement, while summative assessments provide a clear measure of what students know at a specific point in time.

Implementing Standards-Based Grading in Practice

Effectively implementing standards-based grading requires a set of practical strategies that cater to student understanding, objective tracking, and constant feedback.

Strategies for Tracking and Recording Student Progress

As an educator, it's critical to develop a consistent method for tracking and recording student progress. Some strategies might include: - Assessing student understanding of learning objectives at the onset of a unit, mid-way through, and upon conclusion. - Creating a systematic method for recording student progress such as a physical gradebook or a digital student management system. - Regularly updating students on their progress toward learning objectives.

Incorporating Student Reflection and Self-Assessment

Encourage students to also take responsibility for their learning through reflection and self-assessment. This might involve: - Asking students to reflect on their understanding of the learning objectives. - Encouraging students to self-assess their work against a given rubric. - Facilitating student-led conferences where students present their work and reflections.

Utilizing Technology Tools to Streamline Grading and Reporting

Lastly, take advantage of technology to streamline grading and reporting. Various edtech tools are available designed to: - Help create and manage digital gradebooks that are easily accessible to both you and your students. - Offer apps for remote grading and feedback. - Incorporate platforms that allow for student self-assessment and peer assessment.

Utilizing these tools can lessen the workload and create a more effective grading system.

Addressing Challenges and Potential Pitfalls

Switching to a standards-based grading system often presents significant challenges. However, by understanding and addressing these early on, you can ensure a smoother transition for both educators and students.

Dealing with Objections and Resistance

Resistance to change is something you may frequently encounter. To deal with this: * Start by educating staff about the benefits of standards-based grading, using concrete examples where possible. * Build a solid support network among colleagues who are also keen on standards-based grading to help deal with any resistance or objections. * Encourage open dialogue and provide platforms for everyone to voice their concerns or questions.

Managing the Workload and Time Constraints

Standards-based grading can also increase the workload for educators initially. Here's how to counteract this: * Use technology like digital grading applications to help manage the extra workload. * Gradually phase in standards-based grading rather than changing everything at once. * Regularly evaluate the system and streamline processes where possible.

Troubleshooting Common Issues and Misconceptions

Addressing common misconceptions about standards-based grading can help ease the transition. Remember: * To emphasize that this system aims to improve student understanding rather than just score accumulation * Regularly reassure parents and students about the method. Keep them informed about why and how you're implementing standards-based grading and its advantages. * Encourage students to focus on mastering the subject matter, not just chasing grades.

Monitoring and Evaluating the Effectiveness

To fully leverage the benefits of standards-based grading, effective monitoring and evaluation are paramount. These processes involve measuring learning outcomes, collecting and analyzing data, and making necessary adjustments based upon feedback.

Measuring the Impact of Standards-Based Grading on Learning Outcomes

Assessing the effectiveness of standards-based grading begins with measuring its impact on student learning. This can be achieved through a variety of methods such as: - Analyzing student performance in relation to specific learning standards - Comparing current academic progress to previous grading periods - Evaluating the difference in student engagement and motivation

Collecting and Analyzing Data to Inform Instructional Decisions

Data-driven decisions are a key element of standards-based grading. Essential data includes student performance on assessments, class participation, and homework completion. By analyzing the data collected, you can identify where students might need additional support or where instruction may need adjustment.

Making Necessary Adjustments and Improvements Based on Feedback

Standards-based grading is a flexible model that allows for continuous reflection and revisions. This includes making changes to teaching practices based on the feedback collected from the evaluation process. Changes might be in how lessons are delivered, the pace of instruction, or even the types of assessments used. Remember, the ultimate goal is to enhance student understanding and mastery of learning standards.

Success Stories and Tips from Educators

The journey towards standards-based grading is often marked by trial, error and immense growth. Luckily, we have some seasoned educators who have successfully walked this path and are willing to share their experiences.

Real-life examples of successful implementation

Consider the case of Mr. Smith, a high school science teacher, who switched to standards-based grading. His students' understanding of complex scientific concepts significantly improved, as did their engagement in the classroom. According to Mr. Smith, the shift to focusing on learning objectives rather than numerical grades made a substantial difference.

Or the story of Ms. Palmer's English class. After using standards-based grading, her students began approaching assignments with more curiosity and less stress about achieving 'perfect' scores.

Lessons learned and best practices from experienced educators

• Keep communication open with students and parents about how the grading differs from traditional methods. • Build assessments around learning objectives or mastery of skills, not tasks completion. • Practice patience. Like any significant shift, it takes time for everyone to adjust.

Q&A session with educators who have implemented standards-based grading

It's always enlightening to hear directly from educators who've successfully implemented this system. Stay tuned for a Q&A session where they address common challenges, offer advice and share their insights on maximizing the potential of standards-based grading.

Recap of key points and takeaways

In our comprehensive guide, we've covered key aspects of standards-based grading. Remember that this system focuses on learning objectives rather than the accumulation of points. This grading practice emphasizes the mastery of curriculum standards, incorporating methods such as formative assessments, giving effective feedback, revising grades based on growth, and developing clear grading scales. • Emphasize mastery of standards • Use formative assessments • Give effective feedback • Revise grades based on growth • Develop clear grading scales

Encouragement for educators to embrace standards-based grading

As an educator, you play a crucial role in shaping the learning journey of your students. By embracing standards-based grading, you are establishing an equitable, transparent, and effective evaluation system that encourages continual learning and improvement. Remember, it may be challenging initially, but the outcome is worth every bit of effort.

Final thoughts and next steps for implementing standards-based grading in the classroom.

Making the shift to standards-based grading is a transformative process that necessitates thoughtful planning. As your next steps, focus on educating yourself further, collaborating with teachers who have experience with this grading system, and slowly transitioning your classroom in stages to ensure a successful implementation. We believe in you and are excited to see the positive changes you will bring to your classroom through standards-based grading.

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I Switched to Standards-Based Grading—Why I’m Loving It

Reduced grading time? Yes, please!

This year I moved to a school that uses standards-based grading. If you don’t know what that is, don’t worry. I didn’t either until six months ago. Basically, standards-based grading means that students don’t receive a class average. Instead, they’re assessed on each standard you teach that term. At my school, grades range from a 1 (does not meet standards) to a 4 (exceeds standards), and report cards are six pages long because each subject has a couple of dozen standards.

I was anxious about standards-based grading, but now I’m in love. It’s changed not only the way I grade but the way I teach, and my completely objective opinion is that every single school in the country should use this system. Here’s why.

1. Standards-based grading values progress

If your grading system averages together students’ grades from the beginning of the semester to the end, you’re giving equal weight to early assessments that might not reflect the knowledge and skills they gain over the semester.

My students wrote multiple persuasive pieces over the course of the semester, and I had a huge number of kids who started at a level one and progressed to a three or even a four. In traditional grading, I’d average those scores together, and their final grade would say that they still hadn’t mastered the skill. Instead, I could choose their highest assessment score on that skill and let their families know what level they’ve reached after lots of practice.

2. It reduces student stress

Kids know exactly what they need to do to succeed, and they know they’ll get multiple opportunities to practice and to demonstrate mastery. For example, I recently gave a test over types of verbs to my sixth grade language arts students. The ones who didn’t pass came to a review session and took it again. But some kids, even though I know they’re capable, still didn’t pass. Test anxiety is a huge problem for a lot of kids, and it makes it harder for them to show what they’ve learned.

With standards-based grading, I could say, “Okay, do this lesson in IXL and prove to me that you know how to tell the difference between types of verbs.” Once students did that, they’d shown mastery of the standard and didn’t have to worry about the test grade. Knowing what the criteria is and knowing that they can keep trying to meet them has helped my students to stay motivated and not shut down after a low grade.

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3. It reduces grading time

At my previous school, we had to enter two grades a week for each class. That meant two assessments for each kid, which meant that they were often basic, surface-level, easily graded assignments that didn’t provide a lot of depth or creativity. It also meant a huge amount of time spent chasing down missing work and helping students organize a large number of worksheets or Google Classroom assignments.

Now, I generally have one assignment every week or two. Students spend several days working on it and editing their work, and each assessment covers a few of the standards we’re learning about. A protest song analysis next week will assess their ability to identify theme, use textual support to back up a statement, organize their thoughts in a paragraph, and edit their work.

This gives kids more time to focus on a complex and engaging assignment, which allows me time to conference with them during the process. Then, when they’re done, I’m able to go over with them exactly which standards they’re meeting and which ones need work. Then we can make a plan; should they redo part of the assignment to reflect new understanding, or wait until another opportunity to show me that particular skill?

4. It makes differentiation and acceleration easier

Maybe some teachers are able to look at their grade book and tell which kids have mastered a particular skill and which ones haven’t, but I was never able to do that until I started using standards-based grading. With all my grades organized by standard, it’s easy to see which students need more scaffolding and which kids are ready for a new challenge.

When we read nonfiction text, we do it in three levels now. Students who consistently score a four on nonfiction assignments write a complex summary and analysis, often in groups, so they have extra support. Students who are on level respond in writing to a grade-level question. And students who generally score in the one-two range work in a group with me to make sure they understand the reading and how to respond.

The best part is that these groups are completely flexible based on the standard. My teacher-support nonfiction kids might be accelerated poets or public speakers. Standards-based grading helps me assess what kids actually need, not just sort them into “low” and “high.”

5. It makes planning SO much more purposeful

I’ve got six standards I’m focusing on this nine weeks. I still use a paper grade book because I’m old school, and I organize it by standard at the beginning of the quarter. As I plan, I know exactly what I want my students to be able to do in March, so backward design is much more intuitive than it used to be. I’m always focused on the end goals, so as I make weekly plans, I’m asking questions like, “Do kids need more practice analyzing character, or have they mastered that?” “Have I given enough opportunities for kids to make inferences and defend them?”

It’s much more meaningful than, “What’s a fun project to do with The Giver ?” or “What can I assign for homework on Tuesday?” It’s easy to explain the purpose of assignments to students, too, and eliminates a lot of the busywork that makes school such a frustrating experience for so many kids (and teachers)!

Standards-based grading was intimidating to me at first, and I still haven’t totally figured it out. It requires a little more organization and a major shift in thinking. But I do know that it’s been better for me and for my students, and I don’t think I can ever go back to traditional grading.

What are your thoughts on standards-based grading? Share in the comments below! Plus, check out why we love this TikTok teacher’s policy for grading homework .

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When Math Happens

Standards-based grading.

The following links are a snapshot of how Standards-Based Grading works in my classroom.

Free Online Workshop

• Link to Workshop

Vision / Summary

• Introduction & Vision
• SBG Summary: A Year in Review

Detailed Breakdowns

• Creating Concept Checklists
• Creating Quizzes
• Grading Quizzes
• What Does the Gradebook Look Like?
• Retake Policy
• Student Learning Folders
• Using Formative Assessment
• Unpacking Quizzes
• Growth Wall
• Concept Checklists
• Concept Quizzes
• Grade Sheet Template
• Quiz & Retake Analysis Handouts
• Frequently Asked Questions

Below are resources that are helpful for exploring, implementing, and creating a vision for Standards-Based Grading.

• The Comprehensive Math Assessment Resource (Dan Meyer)
• 7 Reasons for Standards-Based Grading (Patricia L. Scriffiny)
• Improving the Way We Grade Science (Clymer & Wiliam)
• The Spirit of SBG (Frank Noschese)
• Standards-Based Grading (Shawn Cornally)
• Standards-Based Grading Implementation (Jason Buell)
• How Deprogramming Kids From How To Do School Could Improve Learning (Katrina Schwartz)
• My Assessment System (Dylan Kane)
• The Emotional Weight of Being Graded (Linda Flanagan)
• Math Class Doesn’t Work. Here’s the Solution (Jo Boaler)
• Standards-Based Grading: Bridging the Gap (Evan Weinberg)
• On Retakes (Dylan Kane)
• Effort vs. Luck (Kelly O’Shea)
• Best Practices for Standards-Based-Grading (Hanover Research)

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26 thoughts on “ Standards-Based Grading ”

THANK YOU for putting together such a thoughtful and thorough SBG system. I have been researching on this and your system (especially the autocrat tutorial!) has me sold on switching to SBG next year. There have been murmurs in my district about implementing SBG but there hasn’t been any support. Your site provides great resources and I’ll definitely bring it back to my district.

Thanks again.

Hey thank you so much for the kind words! I really appreciate it. Just a collection of stuff I’ve found from great resources around the web. Good luck with the switch, and feel free to email me any questions at any time.

This was a great resource for me when I transferred my grading system to standards based grading. Thanks!

Thank you for the kind words! I really appreciate it. I’m glad it was helpful, and I’d like to hear if you have feedback for improvement. Thanks again!

This is an incredible blog. I love SBG and am so happy to see your organized system that is so thoughtful. I want to use AutoCrat!!!!!

Thank you so much for the positive feedback, Megan! I really appreciate it. Let me know if you have ideas for improvement. I really like autoCrat! Great tool.

I am gearing up to make the switch to SBG with my gifted 6th and 7th grade math. Thanks for all of the great resources. Question: When do students retake quizzes? At the end of class? Before/After school? On specified days? Also, do quizzes become increasingly more difficult? (I thought I read that somewhere…) I am a little overwhelmed with the logistics.

Thank you for the kind words! I’m excited that you’re making the switch. Students retake quizzes before/after school or during lunch. However, I’ve found it’s most helpful to put old concepts in new quizzes in order to have a “built-in” retake. So, if I taught solving equations earlier in the grading period but am now quizzing over a new concept, I’ll have questions about the new concept with one or two solving equations questions mixed in. This really helps the students who either can’t come in during non-school hours or who aren’t confident enough to come see a teacher (very intimidating for some kids).

Also, I usually keep my quizzes at the same difficulty level in order to help kids show progress, but I have no problem with the difficulty level increasing. I think that may be a good idea for a student who is trying to retake to get a grade from 90 to 100. A good challenge is helpful for that student. For my less confident, more struggling students, I like to keep the same difficulty level in order to not crush their spirit.

As for logistics, I like to just make a digital copy of my original quizzes and then change the numbers from there. This helps save time.

I am beyond thankful for your thoughtfulness, profound insights, and the ways you clearly value the dignity of children throughout all your systems. I’ve been doing SBG for the past couple years and yours is the most comprehensive resource I’ve come across. Just so you know, I’ve been giving presentations/PDs regularly and am directing folks in droves to your site. Hope that’s okay!

That being said, I have a question about your “Grading System” google doc. How does the “70% Concept Quizzes, 30% Daily” part work out? What constitutes the Daily portion? Is that part still about content mastery, or is it more about class participation? I’ve had my grade book set up where their grade is 100% decided upon based on their content mastery, and I’ve been wrestling over whether to include any type of class participation…

Your thoughts are much appreciated!

Wow! Thank you so much for the incredibly kind words! It means so much, and I really appreciate it. I’m glad the site has been useful, and you are always welcome to share or use anything here. I’ve relied heavily on so many other blogs (especially the ones linked on this page) and want to continue in their footsteps with sharing.

As for the 70-30 system, I stole it from Niles New Tech and started using it at the beginning of my journey through SBG. The 30% Daily pretty much just comes down to work ethic and teamwork. I give a weekly daily grade on Fridays based on the effort and teamwork I saw from each student during the week. I rate them similarly to how I rate their quizzes.

I also wrestle with how much percentage to put in this category though because I ultimately want the system to be based on content mastery. I’m intrigued by going 100% like you are. The only things that are keeping me in the 70-30 category are (1) remaining in compliance with district rules and (2) I like to reward the kids who are working hard but not necessarily performing highly on their quizzes. In addition, the daily percentage helps differentiate the kid who works super hard to make an A versus the kid who isn’t a hard worker but naturally talented. I’d like to reward the effort over the natural talent without effort.

Let me know if that helps. Thanks so much again for the kind words and questions!

Thanks for your response, Dane.

So when you’re giving them that weekly daily grade, do you do it publicly? Or do you just post the grade online/in your gradebook and hope the student checks it? I love the idea of giving them that feedback on their teamwork and effort every Friday, but I’d be frustrated if that feedback is going unnoticed by the students and just getting plugged into my gradebook. I guess my question here applies to all the grades you give out…you don’t actually write grades on student work when you pass it back, correct? How does that work logistically and how do students respond?

Sheesh, sorry for the multi-layered question, but I also have one more on this idea: When you say “district compliance”, do you mean ed. code and the requirement to have one grade entered per week?

Haha I really enjoy the questions! Keep them coming.

I do not give the weekly daily grade publicly. I do just post it in the online gradebook for the kids to see (my students are pretty good at checking frequently so they see it). However, now that you’ve mentioned it, I like the idea of having a little mini-conference with each kid to discuss why I gave them the daily grade I did. This could lead to a better relationship as well as better character development. I need to start trying that. Thanks for the idea!

I still like not writing grades on papers though. This has really helped with kids comparing each others’ grades and making hurtful comments to other kids. Also, one thing I make sure to do is not post a grade where they can see it (online gradebook) until after we have gone over the quiz/work together. I read a good book by Dylan Wiliam that said research has found that kids totally ignore feedback once they see a grade. The students get a little frustrated with not seeing grades immediately, but over time, after I continue to reinforce why I don’t put them on there, they get over it and actually like it. I’ve received notes from former students that said they like how the class was set up to make everyone feel equal and not get people called out. But again, I like your idea of doing some kind of individual debrief to better reinforce progress and relationship building.

As for district compliance, yes, I meant the requirement to put in one grade per week. Also, my district requires every teacher to use a certain percentage breakdown for major grades and daily grades. We are not allowed to do a full 100% for any category.

The book looks awesome…I started reading what I could from the preview on Amazon.

I like the idea of a mini-conference too. I’m thinking of trying to get to each kid once a grading period (5 weeks).

I have another question now: How do you do your letter grades? Is it just a straight average with standard cutoffs (e.g. A = 90-100, B=80-89, etc.)?

Because my class is 100% content, I’ve been trying some sort of balance between average of scores (1-4) + minimum score on any concept (e.g. a B means you have a 3.2+ average, and your lowest score on any standard is a 2). I’m curious, though, how you set up the letter grades because I’m having trouble getting kids away from their comfort of the letter-grade label. At the same time, I would like students to understand the grading system as well as possible, given the fact that so often students feel like grades are something that’s done TO them rather than something they have control over.

My letter grades are just a straight average with standard cutoffs. A = 90-100, B = 80-89, C = 70-79, and F = 69 and below. My SBG scale goes from 5-10 partly because it’s easy to make it fit the 50-100 scale.

The way I’ve tried to de-emphasize grade mindsets with the kids is to reinforce often with words and actions that I’m not too concerned about grades but instead focusing on how we can improve. One way I try to do this is by putting this image in front of them before every formal quiz.

My words alone don’t get the job done though. I have to back it up with my practices. Not putting grades on papers has helped. Also, I make sure not to put a grade in the online gradebook they can access until we have gone over the quiz as a class. This encourages them to analyze their work and also prevents kids from peeking.

One thing that has really helped is to give ungraded quizzes somewhat often. I saw a bunch of kids have “aha” moments when I first did this. One day, I decided to just have them try some quiz type problems and told them that I won’t grade it but will only look at their work to see common mistakes and thought processes in order to help us get better. One kid even said out loud, “it’s because he just wants to see what we know.” It was a big moment of trust building and confirmation for that class and me. So, I highly recommend providing opportunities for kids to be given chances to show what they know with no grade attached. This really helps emphasize that grades aren’t the biggest concern but learning and improvement is. It doesn’t connect with everyone, but I think it helps a lot of kids.

Different strategies work with different kids, and it takes a while to reinforce and build trust. I feel like I have to repeat my intentions often, but over time, most of the kids seem to buy in. The aha moment above didn’t happen until second semester of the school year we were in. So, it can take a while for sure.

Dane, I want to thank you for the information you have put here. I have been mulling over a switch the SBG in my classroom for a while. I teach 7th grade Math and Algebra 1. It seems to fit extremely well in the Math classroom.

I have a few questions for you. What does a normal class period look like in your room? How long do the quizzes take? I think I read that you don’t give quizzes on every concept, but I’m assuming that there are times that quizzes are given over more than one concept?

My Algebra class is currently running on the Flipped Classroom template. The students watch a video created by me about the topic they will be working for the next class period. They asked questions at the end of the video, while it is fresh in their mind (using a website called Edpuzzle). We address those questions at the beginning of class, and then students spend a majority of class working through problems on that topic. At the end of the class, they are quizzed on that specific thing. At this point, I only have 2 questions on the quiz. However, I am realizing that if I move to SBG then I will need to up the number of questions on the quiz if there is more than one standard covered in a section. What are your thoughts on how SBG would fit into a Flipped Classroom situation?

Thanks again for the website, and the great resources. I will be pointing these things out to my principal for her review.

Hey Allen! Thank you for the kind words!

A normal class period is pretty traditional in my room. I try to get the kids interested with some kind of hook, estimation, or intriguing situation, and then I direct teach a lot of the time. I try to give as many group/partner opportunities as I can as well.

As for the quizzes, it depends on the class. Some classes take the whole 50 minute period to finish, and others probably take half the class. I usually have just 4 questions on the actual quiz, and then I provide an optional challenge for the kids who want to prove that they deserve a 100 without having to retake.

For most quizzes, there are multiple concepts assessed. This helps with the possibility of quizzing too often, and it also allows me to bring back concepts we have already covered in order to re-assess progress and basically provide a built-in retake. This saves a lot of time and also gives kids an opportunity to show progress without having to come in before or after school (as we know, this isn’t always possible for many kids due to circumstances outside of their control).

That’s a really cool setup you have! I think SBG can definitely fit because like you said, if fits really well in the math classroom. One thing I wish I knew when I first starting using SBG is to not feel pressure to quiz too frequently. I read a quote later on that said not to grade kids on something until learning has occurred. This was huge for me, and now I try to give as many days as possible for the kids to process through what we’re learning before giving a quiz. This has been helpful with morale and performance because if I quiz before they’re ready, many will get discouraged and be tempted to check out.

Overall, it’s definitely a feeling out process when making the switch, but the kids like it and respond well. They can see good intentions, and it’s also okay to let them know why you’re changing. They definitely like the why behind SBG.

Thanks again for the positive feedback! Let me know if you have other questions at any time.

Dane, Somehow, someway, my math department is taking on SBG in a very similar way to your approach. I think that we all tend to end up with very similar “best practices” since students everywhere react similarly to certain practices. Originally we required students to do a specific set of homework problems in order to earn retakes of assessments, but we found that the students who never did their homework were most likely to need those retakes. So we decided that we needed to allow everyone multiple opportunities and that they needed to be built into future assessments. Then, we had to battle the need for students to retain information. If we allowed for students to get the highest grade possible on the first assessment, then they could opt to never be assessed on it again. Our precalculus team decided to level their questions, so the first assessment only has basic level questions and if a student gets that completely correct they have only earned an 80% on that concept (we call them long-term learning targets). The second assessment has basic and medium level so students can choose to answer the basic again or try the medium. If they get a medium level question completely correct they earn a 90% on that concept. The third and last assessment contains basic, medium, and advanced level questions and the only way to earn a 100% on a concept is to get an advanced level question completely correct. Students only earn one score per concepts, the higher score prevails. We also use rubrics to assess in most courses and are going that direction for all courses within the next year. Other courses have not become this sophisticated and they offer two or three built in opportunities per concept and students have to either remain the same or increase their score to keep the highest score. If their performance decreases then their scores are averaged. As I said, we are definitely fighting the battle of retention and making sure that students learning something well over time not just for tomorrow’s assessment. We also make sure to have all of our classwork and homework resources posted online and aligned to the concepts that will be assessed so that students can go back to areas of weakness and practice more. Our next level of work in precalc is to make sure students know what we mean by basic, medium, and advanced level problems. This is an informal conversation in class and sometimes after we do a problem students are surprised that I consider it a basic level. We have found that the transparency of this system and clear communication can either be the key to making it work or its total demise. However, students are definitely thinking more about their strengths/weaknesses than their overall course grade. They are able to ask specific questions instead of saying that the whole unit is confusing. Students who tend to have been low achievers usually have at least one concept that they shine on per assessment instead of seeing an overall failing grade on their paper. The advantages of this system definitely outshine those of our previous point-based, quiz-test-quiz-test system. We have increased the rigor of our curriculum and students are learning a lot about math and about learning! All the best in your endeavors!

Wow! Thank you for the detailed breakdown of what y’all are doing. I love it! Great to hear that we’re on the same page.

As for retention, I’ve been trying to do as many spiraling handouts as possible to try to keep the kids fresh with concepts. I have a really good crop of kids, so most of them aren’t giving up after mastering concepts. I also don’t give homework, so I think that’s helped them stay motivated to do in-class assignments since they don’t have to do anything at home.

Thanks for making another great case for SBG! I’m really happy to hear that it’s going well. Keep up the awesome work!

I am so happy to have found your blog. You have answered some big questions for me as I moved towards piloting SBG in my classroom this year, and especially helped me envision what this whole process might look like. I appreciate the work you put into this blog, thank you.

I do have a question: for each assessment on a concept (Say the first quiz opportunity, and then later a test) how are you recording these in the grade book? In my mind each concept would have two entries (Midpoint: quiz, Midpoint: Test …or something.) I understand your policy that a quiz re-take can potentially replace the previous quiz grade in the grade book. My question is: Is this what the test result on a concept does? It seems that after each testing opportunity, you update the grade book for that one concept entry whether it was a test/quiz etc. Am I thinking about this correctly?

one more thing 🙂

You mentioned that your students record and update scores in their own copy of the concept check sheet. Can you expand on the role this plays in your classroom with your students?

Check out this post from today and let me know if it answers your question. Thanks again!

Thank you for the kind words! I’m glad the resources have been helpful. Great questions as well!

In my version of SBG, I only give quizzes for the concepts. Those are the major assessment grades. The only tests I give are once a grading period district tests. These are cumulative exams that are required for every teacher in our district to give.

So, in the gradebook’s major grade columns, I have one major grade for each concept on the concept list. One grade for Midpoint, one for Angle Pairs, and so on. I don’t have a midpoint quiz and a midpoint test. Here’s more about what it looks like in the gradebook.

For retakes, we just retake the quizzes for an opportunity to replace those quiz grades. Also, the district tests that I mentioned are only allowed to be retaken for up to a 70.

Let me know if that helps!

Just wanted to say I absolutely love what you have done here! I would love to try out what you have done for Geometry this year and implement this into my classroom. I look forward to seeing what you do with the Algebra concepts, as it looks like it is a hard work in-progress! I do teach Algebra and Geometry to 9th graders (Geometry students being 1 year advanced).

Couple questions….What textbook does your district use? We use Big Ideas and it seems as though our “Essential Standards” that we want kids to get are spot on with what you have.

Also, as far as your quarterly tests….are those made by you or given by the district? You mentioned they are multiple choice. Just wondering what those look like. Thanks for all you do! Must’ve taken a ton of time and thank you for sharing!!

Thanks so much for the kind words! I really appreciate it. Feel free to take whatever you like! After reflecting on the Algebra 1 curriculum, I realized I went too fast, so it’ll be edited throughout this school year.

We use Big Ideas as well, so I’m glad it’s matching what you have!

The quarterly tests are made by the district and are all multiple choice. Usually it’s questions taken from our released state exams. I think they also pull from our textbook and PSAT practice tests. Pretty much just a normal comprehensive exam over everything that was learned during the nine week grading period.

Thanks again for the encouragement! Hope you have a great year!

Hi I am a first year teacher and I have always wanted to implement SBG and Mastery since I assisted at a school that did this. Being new I had 0 resources and your info is a GAME CHANGER.

I have a question, our grading policies are 50/50 for minor and major grades. To put more into the minor category what would you recommend to put in there? We do interactive notebooks as well so I was leaning towards notebook checks? I teach 7th grade so organization is a HUGE goal.

Also, if I am reading this correctly “homework” ceases to exist?

Thank you for the kind words! I really appreciate it and am glad the site has been helpful.

Good question about minor and major grades. I’ve found that having minor grades weighted to more than 30% can over-influence grades in either the positive or negative direction. So, when I’ve been in places that require more than 30%, I’ve taken quiz averages and used them as minor grades as well. This may or may not be against the rules in your district, so you’ll want to double check.

I’m also intrigued by lagging assignments . If I have to take a grade over something other than quizzes, I at least want it to be over something that students have had time to learn. I really prefer not to grade students over material they’re still learning unless it’s a completion grade or something not dependent on right or wrong answers.

Also, to answer your question about homework, you’re correct. I decided not to give homework after trying it early on in my career. I found that it inevitably put obstacles in the way of a certain percentage of students, and many of their grades were not reflective of their learning because of it. I know many people use homework in a really helpful way though, so I don’t want to discourage it if you find a method that works for you.

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What is Standards-Based Grading? Why is It So Hard? And How to Tackle It!

What is standards-based grading, why is it so hard, and how to tackle it.

Standards-based grading’s advent came around in 2012, two years after the Common Core State Standards initiative. Since then, many states have adopted or adapted new standards based on the original Common Core State Standards.

Even if your state isn’t a Common Core state, you may be interested in finding out just how similar your standards are to Common Core. (Do a quick Google search of your ELA standards and the Common Core ELA standards, I bet you’ll find a few similarities.) 

With so many states adopting new standards about a decade ago, new methods of delivering student progress and feedback were all a buzz. 

In came standards-based grading. At first, very few schools jumped on board to give their report cards a total overhaul. After all, parents received traditional letter grades when they were in school, and changing report cards would undoubtedly cause some hiccups. 

What is Standards-Based Grading? 

Standards-based grading dismantles the traditional report card and turns the report card into a more robust document that represents where students are performing with much more specificity.

For example, a student no longer receives just one letter grade per subject. 

Instead, a student may receive several scores under the reading category. This is because teachers assess and grade each individual standard.

Letter grades, which are traditionally based on percentages, take a weighted and averaged measure of ALL student progress throughout the grading period. Thus, the student receives one letter grade per subject. 

In addition, traditional grading commonly takes into account schoolwork assignments, homework assignments, quizzes, and tests. All of those grades are added to the grade book, and a culminating grade is spit out. 

Standards-based grading commonly uses a rubric to measure student proficiency. Here’s an example of what an elementary standards-based grading rubric can look like.

A school will usually use a four-point system to score a student’s proficiency with each individual standard or skill.

Because more states have close to 20 reading standards, it’s unlikely that each standard will be given a grade during each grading period.

Here’s an example of what one grading period’s ELA report card might look like:

Note that this student is showing that he or she is meeting grade-level expectations for comparing and contrasting points of view, but is not yet meeting grade-level expectations for theme or making connections. That said, this student is displaying that he or she exceeds grade-level expectations for describing a character, setting, or event in depth by using details from the text.

This multi-faceted approach is a key characteristic of standards-based grading and gives stakeholders and parents a broader look at how a student is doing.

Criticism of the Traditional Grading System 

• Using homework as a grade can unfairly measure a student’s amount of support at home. Grades that are dependent on at-home support have been harshly criticized. It is commonly said that it is inequitable for students whose parents work and do not have time to dedicate to working with their children on schoolwork. 
• If a student completes all of their homework but scores low on all assessments, they still may receive a C reflecting that they are performing at an average, expected level at that time. This can lead to students not receiving the support and intervention that is needed. 
• For example, a student might excel at identifying the main idea and details of text but may struggle significantly with inferencing. This isn’t reflected in a traditional grade.

The Challenges of Standards-Based Grading

If your school has adopted standards-based grading, you know all too well the challenges that the first few years can bring. 

Parent Challenges

• Parents lack education and understanding of standards-based grading. This learning gap can cause many calls, emails, and meetings that can be frustrating and upsetting for parents, administrators, and teachers alike. 
• Parents don’t know (or understand) the difference between formative or summative assessment scores. 
• Standards-based grades can be (wrongly) “translated” into traditional grading. Parents will commonly look at the highest score possible and equate it with an “A+.” The next highest score is commonly looked at as a “B.” This simply isn’t true, especially when students are receiving multiple scores within one subject like ELA. 

Student Challenges

• For many  perfectionist students, they can be crushed by receiving  a score that reflects that they’re meeting grade-level expectations. Commonly, the highest score achievable notes that the student is consistently performing above grade-level expectations. And when that perfectionist student sees that they’re just meeting grade-level expectations, you can expect some fallout. This can be a very harsh reality for your high achievers. 🙁 

 Teacher Challenges

• When beginning standards-based grading, teachers usually don’t have enough assessments to measure and track student progress on various standards taught throughout that grading period. 
• Many schools try to tackle too many standards within one grading period. It is almost impossible to effectively give a score for all 20 standards each grading period. 
• There is a lot of grading. This comes with the territory of standards-based grading. Teachers are expected to provide formative assessment scores or feedback to students and summative assessment scores on multiple different standards. 
• Teachers do not have enough resources to assess their students across multiple different standards. Most reading curriculums do not come with five different standards-based assessments per standard. Usually, unit tests contain assessment items for multiple different standards. (Not to mention, they’re usually not coded, and teachers have to figure out which question matches which standard on their own.)  

Does that last bullet point resonate with you? You’re not alone! 

We surveyed HUNDREDS of teachers on The Teacher Next Door Instagram , and the results were astounding! Take a look! 

Almost 2/3 of teachers have NOTHING provided to them to help collect student data! Sad, but not surprising. 

MOST teachers said that tracking student progress would make differentiating easier! 

Make Standards-Based Grading EASIER

After seeing so many teachers struggling with the challenges of standards-based grading, I knew I wanted to help! 

I developed assessments for EVERY ELA standard for grades 3, 4, and 5!

My Standards-Based Reading Assessments contain three assessments per standard, meaning that you can formatively assess, summatively assess, and reassess students as needed. 

Finally, no more scouring the internet for standards-aligned assessments and certainly no more sitting at the computer for hours creating your own assessments. 🙌

Take a look at your grade level below! 

3rd Grade Reading Assessments Bundle

4th Grade Reading Assessments Bundle

5th Grade Reading Assessments Bundle

Here’s why you NEED these assessments in your teacher life: 

• Consistently and quickly assess students to drive your reading instruction
• Easily form flexible and fluid small groups based on data
• Short assessments and paired passages that won’t make students cringe
• Add standards-based grades to your grade book with ease
• Regularly communicate student progress with parents and stakeholders
• Print & digital versions are included for in-person, hybrid, and virtual flexibility
• Print & go or digitally assign & go – no more hours spent looking for or creating assessments
• Every standard includes 3 assessments so you can formatively assess, summatively assess, and reassess with ease
• 60 assessments total for $29.00 – that’s just 48 cents per assessment
• Develop a routine assessment system that works all year long!

⭐ Still not sure? Try out an assessment for FREE! ⭐

Interested in reading more? Check these posts out! 

QAR: 4 Question and Answer Relationships to Help Students Clarify Text

Bringing Text Alive: How to Use Pictures and Videos to Deepen Understanding

• Read more about: Reading

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I know that you strive to be an effective upper elementary teacher while maintaining a healthy work-life balance.

In order to do that, you need resources that are impactful, yet simple .

The problem is that most resources and curriculums out there are far from simple. The pages upon pages of daily lesson plans are just plain overwhelming .

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What Do I Need to Know About Competency-Based Grading? (Part 1)

Getting Clear about Definitions–Similarities and Differences Among Traditional-, Standards-Based, and Competency-Based Grading Practices

This is the first in a three-part series on competency-based grading. I was motivated to write this series because of recent conversations about competency-based grading within my children’s school district. I’ve noticed confusion about terms, misinformation, propaganda, and a general lack of high-quality resources on the subject. My goal for this series is to help guide honest and transparent conversations about key issues and best practices by: 

• providing a clear explanation of and any potential issues with competency-based grading,
• demonstrating why grading is not a magic elixir, and 
• detailing the conditions and considerations around competency-based grading best practices.

In this post, I provide a detailed description of traditional, standards-based, and competency-based grading, which are the three most common grading methods. I discuss similarities and differences among the methods and highlight concerns surrounding traditional and standards-based methods that animate much of the conversation around competency-based grading. 

Similarities Across K-12 Grading Methods

I thought it would be helpful to begin with a list of similarities across K-12 grading methods that stem from the purpose and use of grades. I do not claim this list to be exhaustive, but it does represent key attributes across grading methods well.

• Every student gets a grade at the end of a grading period (e.g., quarter or trimester) and at the end of the year.
• Grades are determined by teachers and are based in large measure on student performance on teacher-made or teacher-selected assessments.
• Grades are used for reporting to parents and students about student progress towards grade- or course-level proficiency on state content standards.
• Grades can undermine students’ interest in learning and negatively affect student motivation and engagement if used improperly. 

Traditional Grading–A Brief Description

Traditional grading is what most of us experienced in middle and high school. We received A through F letter grades based on a 0-100 point scale for each course (e.g., Algebra I, Spanish, etc.). Letter grades are typically compensatory in that higher performance on one test can compensate for lower performance on another test. Course grades are calculated using some type of average from homework, quiz, and test scores. This average may be weighted so that homework and other formative assessments contribute less and summative tests contribute more to the overall grade. Some teachers will offer ‘extra credit’ or allow students to retake assessments to boost students’ grades. Student work study habits, such as turning in homework on time, participation in classroom discussions, and effort, are often included in grades.

Concerns About Traditional Grading

Thomas Guskey (Guskey, T. R., 2015) and others have written many critiques that raise concerns about traditional grading. 

• A 100-point scale gives the illusion of precision and objectivity. For example, are there actual differences in achievement among students who earn a score of 92 or 93; 72, 73, or 74? Moreover, often the lowest possible grade on a test is 50, but scores of 0 are given for missing homework or quizzes, which can significantly deflate an overall grade—and yet not reflect a true underlying lack of mastery.
• Another criticism of traditional grading is that a single, overall letter grade does not provide sufficient information to students and parents on which aspects of that course the student may need additional support to reach proficiency. It also may hide significant gaps in learning because students who pass a course with a grade of ‘C’ or ‘D’ are likely to have significant gaps in learning that remain unaddressed and compound over time. Practically speaking, letter grading also makes it difficult for high schools to allow students who have failed a course to retake and demonstrate proficiency in certain aspects of the course rather than retake the entire course. 
• A final criticism of traditional grading is that the single letter grade a student receives is often affected by late work, missing homework, and other habits of work or dispositions (such as participation) that differ from mastery of academic core content. In this way, traditional grading conflates student achievement and student work-study habits, which then also makes it difficult for students and parents to have a clear understanding of student progress towards proficiency.

Standards-Based Grading–A Brief Description

Standards-based grading has become popular–particularly at the elementary level–as a result of the standards-based movement in the late 1990s and early 2000s. Because of this movement, schools wanted to report on student progress toward meeting state-adopted content standards in the early years of a student’s education–prior to annual state achievement testing. Standards-based grading is more of a natural fit at the elementary level because A through F letter grades were not typically used, and the level of detail provided to parents about students’ early literacy and numeracy skills is an important home-school connecting point. 

Standards-based grading is the most fine-grained of the grading practices. Some standards-based report cards include lists upon lists of state content standards and require teachers to report student progress on upwards of 10 or 20 standards per content area. Other standards-based report cards group similar content standards into domains (or power standards) such that there are only 5-7 per content area. The level of detail provided is intended to help parents know where their child may need additional support or enrichment. Similar to traditional grades, standards-based grades may be based on a mixture of formative and summative assessments, homework completion, participation, and effort.

Standards-based grading typically reports on student progress toward proficiency either using a numeric or alphabetic four-point rating scale (e.g., E or 4=exceeds expectations; M or 3=meets expectations; S or 2=sometimes meets expectations; etc.). Standards-based grading can seem subjective in that it is unclear how a teacher arrives at any particular rating and there can be inconsistency among classrooms within a school and across schools within a district as there is no common definition or shared understanding of proficiency. 

Concerns About Standards-Based Grading

As a parent whose children receive standards-based report cards, I have found that the level of detail provided makes it difficult (if not impossible) for me to make sense of my child’s academic strengths and weaknesses. The fine-grained information is organized as a discrete list of knowledge and skills, which seems to reflect a behaviorist view of learning rather than providing information on how my child can put that knowledge and skills together to solve a problem or demonstrate competence in a domain. Additionally, student work-study habits are often mixed in with academic achievement, making it difficult for a parent to disentangle their student’s progress toward proficiency from their ability to organize their materials effectively or listen to instructions. 

Competency-Based Grading–A Brief Description

As some schools and districts across the United States have shifted to  competency-based models of education , there has been a desire to align grading with the teaching and learning model. Schools want to report student progress on the defined competencies a student must demonstrate in a particular grade and subject area. 

Competencies are generally more coarse-grained than standards and indicate not only what a student must do, but how well they must do it. In some states, students’ graduation from high school is dependent upon demonstration of mastery or proficiency of each competency rather than on the number of credits received for passing courses.

Because many elementary schools already use standards-based report cards, the shift to competency-based grading is more natural and less fraught with parent pushback and community upheaval. This reaction is not the case with shifts to competency-based grading in middle schools or, especially, high schools. 

Competency-based grading means that schools or districts have adopted or created competencies that students must demonstrate in each grade level and subject area. These competencies are typically clusters of grade-level state content standards written so students must demonstrate their ability to apply those standards in some way. Like standards-based grades, competency-based grades are typically reported on a four-point rating scale (e.g., 4=advanced proficiency; 3=proficient; 2=not yet proficient; 1=well below proficient). 

Competency-based grades are  not  compensatory in that teachers do not average across tests to give students a competency grade; instead, teachers oftentimes give “trending” grades, whereby students are given the grade that represents their most recent level of competence. This practice is related to the reassessment allowed in competency-based education systems where students can retake an assessment to demonstrate their learning. 

Homework and other formative assessments are not included in competency grades and neither is student effort or participation. Most competency-based report cards include a separate section to communicate student progress on non-cognitive skills and dispositions (also known as 21st-century skills, work study practices, student success skills, etc.). 

In my next post,  part 2 , I’ll take a deep dive into potential issues with competency-based grading to get beyond the hype and ensure students are not “harmed” by poorly designed and implemented competency-based grading practices. I highlight three issues that require close attention—comparability, sufficiency, and generalizability. I also highlight documented unintended negative consequences on student work habits and motivation resulting from competency-based grading. 

Part 3 argues that the shift to competency-based grading must reflect deeper improvements in curriculum, instruction, and assessment to have any effect on improving equity and student achievement. 

Guskey, T. R. (2015).  On your mark: Challenging the conventions of grading and reporting . Bloomington, IN: Solution Tree Press.

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Standards-Based Grading

Grading and reporting belief system.

• Learning is a process and where you finish is more important than where you start or how long it took you to get there.
• The intended audiences for grade cards are students and their parents.
• The most accurate reporting systems are those that separate academic achievement from behavior reporting.
• Students deserve multiple opportunities to demonstrate what they know and can do after learning.

What is Standards-Based Grading?

How is Standards-Based Grading different than traditional grading?

Why would BMS convert to SBG?

With Bexley HS using a traditional grading system, will students be prepared?

In 2012, The Chronicle of Higher Education and American Public Media’s Marketplace conducted a survey of 704 employers about which factors they consider most important when hiring college graduates. Internships were considered the single most important factor across all types of employers while college GPA was considered one of the least important. In the employer’s open ended comments, they indicated that the competencies that a college degree signify (critical thinking, writing, drive, responsibility, commitment) were more important to employers than the actual degree (“The Role of Higher Education in Career Development: Employer Perceptions,” 2012). In response to a survey by the Illinois State Board of Education Student Advisory Council College Committee, one director of admissions said, “I am truly all for a standard grading scale, so all students can be treated as fairly. A push for a uniform grading scale should be necessary to not only help college admissions, but the teachers preparing students for college life.” (Segerstorm & Hansen 2014) “Schools use grades because it’s one of those things somebody once decided on and now everybody goes along with it. I don’t know where it started, but I know where it stops - in the real world. You don’t see supervisors telling their employees, “Great job, I’m going to give you an A.” Or, “You really screwed up here; that’s a C-.” No, in the real world, adults get real feedback and indications of where they need improvement.” (Littky & Grabelle 2004)  In The "Getting them Ready Myth," Douglas Reeves says, ..."8th grade is often full of toxic practices, including zeroes for missing work and the expectation that students should 'get it right the first time,' all based on the mistaken notion that these practices are essential for high school success. The great irony is this: When I ask high school teachers, 'What do I need to do as a middle school teacher in order to get students ready for high school?' they never say, 'cover every standard and haze them with toxic grading practices” (Reeves 2016). BMS seeks to use thoughtful, intentional grading practices that are both developmentally appropriate now and prepare students to be life long-learners.

Guskey, T. R., & Bailey, J. M. (2010). Developing standards-based report cards. Thousand Oaks, CA: Corwin.  The Role of Higher Education in Career Development: Employer Perceptions [Scholarly project]. (2012, December). In The Chronicle of Higher Education. Retrieved from https://chronicle.com/items/biz/pdf/Employers Survey.pdf  Segerstrom, D., & Hansen, A.M. (2014, June 18). Student Advisory Council Final Presentation. Grading the future. Retrieved from http://www.isbe.net/sac/ppt/2014-board-presentation.pdf  Littky, D., & Grabelle, S. (2004). The big picture: Education is everyone's business. Alexandria, VA: Association for Supervision and Curriculum Development.  Reeves, D. (2016, January 26). The "Getting Them Ready" Myth. [Web log post]. Retrieved from http://www.solution-tree.com/blog/the-getting-them-ready-myth/ 

Who else is using Standards-Based Grading?

Marking system

How will “Learning Skills & Work Habits” be reported?

We know that it takes more than just content knowledge to be a successful learner. One of the key components of SBG is that academic and non-academic factors must be reported separately in order to give the most accurate account of student learning. It takes more than just content knowledge to be a successful learner. Students will be given an overall grade in each class aligned to the Bexley Learning Skills & Work Habits. 

• Completes and submits quality class work and homework on time
• Maintains a system of organization
• Takes responsibility for own actions; demonstrates self-control
• Follows directions
• Perseveres when facing challenges
• Demonstrates stamina needed to complete work
• Initiates tasks and maintains appropriate level of independence
• Participates actively and cooperatively in group work
• Listens respectfully and acknowledges the thinking of others

You cannot easily compare traditional letter grades with a mastery based system. Traditional letter grades take multiple academic and behavioral factors and combine them to produce one letter grade. Our goal is for each student to achieve mastery on each standard and to display the student skills that will help them through school and career.

How will I know if my student needs help?

A report card at the end of a grading period is an important communication tool, but it often comes too late. Students who are struggling mastering standards will receive extra help from teachers and support staff in their classes, during study halls, or other times set-aside for intervention. When a student needs more support than those times can provide, parents will be notified and a plan developed. One of the biggest advantages to standards-based report cards is that the area of need can be more easily identified.

How will this system impact my student’s Grade Point Average (GPA)?

Students will no longer be given a GPA during middle school. The purpose for GPAs is to rank and sort students which is not necessary at the middle school level.

How will the honor roll be determined?

BMS will no longer use a grade-based system to recognize students however, recognition assemblies will continue to be an important part of how we acknowledge and celebrate students. These assemblies will focus on participation in school clubs and activities, demonstration of good character traits, and other school and/or community based accomplishments.

Students become eligible for the Laurel Honor Society at the end of 8th grade by:

• Successfully meeting the service requirements, and
• Participating in at least one co-curricular, extra-curricular, or school club/ organization during 7th or 8th grade, and
• Having a school attendance rate of 90% or better during 7th and 8th grade, and
• Earning only "Advanced" or "Secure" strand grades during the first seven quarters of 7th and 8th grade, and
• Earning only "Advanced" or "Secure" Learning Skills & Work Habits grades during the first three quarters of 8th grade.

How else will students and parents receive communication about student achievement?

Standards-based grading is, at its heart, a more robust feedback system. We want students and parents to have more detailed, more accurate information about student performance. In addition to the grades, teachers will still provide comments on report cards. Those students who have an IEP (Individualized Education Plan) or PLP (Personalized Learning Plan will still receive progress reports multiple times a year.

How will extra-curricular eligibility be determined with SBG?

Per Board Policy and OHSAA guidelines, students must pass five (5) classes the preceding grading period. Students will receive an overall course grade of passing or failing for this reason.

Students who earn a Secure (4), Approaching  (3), or Needs Support (2) in each standard for a course will be given an overall grade of “Pass” for that course. Insufficient Evidence (0) is in place of a traditional zero or incomplete and is meant to be a temporary score. Students who earn an “0” will be given an overall grade of “Fail” for that course until the teacher has received enough information to make a determination of their knowledge and skills. Any questions about eligibility should be directed to the building or athletic administration. OHSAA Eligibility Guide for Participation in 7th-8th Grade Athletics (external link) Bexley Board of Education Interscholastic Extracurricular Eligibility Policy (IGDK)

Are non-academic factors, such as effort, attitude, participation, and behavior part of the class grade?

These factors have always been and will continue to be an important part of your student’s success. However, in standards-based grading, these factors will be communicated separately from your students’ academic grade.

What if a student does poorly on an assessment?

The teacher and student both have significant roles to play before an assessment is given.

The teacher is responsible for providing clear learning targets, daily instruction and activities that promote an understanding of the content, specific and actionable feedback to students during the course of learning, and times where students can receive additional support if needed. Teachers are expected to use formative assessments to ascertain if all students are ready to be assessed on that content.

The student is responsible for coming to class prepared to learn, completing all assignments on time and to the best of their ability, and communicating with teachers when they are mastering the content.

Despite these safeguards, there are times when a student needs additional learning to master the content. Teachers may, at their discretion, provide students a second chance to demonstrate their knowledge and skills. This may require time outside of the normal class time and/ or additional practice work.

Students may request a re-assessment, with the following guidelines:

• Students are required to meet with the teacher outside of normal class time.
• Students are responsible for completing any pertinent assignments before they are eligible to re-assess.
• Assignments submitted after the due date are not eligible for re-assessment.
• Re-assessments will be submitted with 2 weeks of the original assessment grade being reported,unless extended by teacher discretion.

Teachers may restrict re-dos on assessments which every student has received individualized, rubric-referenced, direct written or verbal feedback ahead of the summative assessment with class time to work, after the feedback. Examples of such assignments include but are not limited to authentic assessments like portfolios, presentations or debates with rehearsal performances, written work with rough drafts, etc.

Students should not continually use re-assessment as a means of avoiding preparing for tests. Teachers who document a pattern of such behavior for individual students can restrict re-assessments after contacting parents and documenting such contact.

Reeves, D. B. (2000). Standards Are Not Enough: Essential Transformations for School Success.  NASSP Bulletin , 84(620), 5. Guskey, T. (2010, October). Why the label ‘exceeds standard’ doesn’t work. [Web log post].

Parent informational meeting (March 2018)

Des Moines Public Schools (IA)

Standards Referenced Grading: Questions & Answers

Standards-Referenced Grading (video)

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Standards-Based Learning

Proficiency-Based Learning

Vt. Moves Toward Proficiency-Based Learning (video)

Standards-Based Report Cards

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Parent Seminar on Standards-Based Grading

The Glossary of Education Reform

http://edglossary.org/

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A Parent’s guide to the Elementary Standards-Based Achievement Record

Ontario (Canada) Ministry of Education

Growing Success: Assessment, Evaluation and Reporting in Ontario’s Schools, First Edition Covering Grades 1 to 12

Grandview Heights Schools (OH)

Standards-based Grading Practices and Report Card Information (Video, 2015)

Standards Based Grades: Are You Confused? (Video, 2015)  

Waukee Community School District (IA)

Standards-Based Reporting

Spokane Public Schools (WA)

Secondary Standards-Based Grading and Reporting Handbook: A Parent’s Guide to Standards-Based Grading and Reporting (Fall 2012)

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Parent Guide to Grading

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Middle School Standards-Based Reporting: Parent Guide 2015-2015 (rev. 8/7/2014)

Marzano Research Laboratory

Marzano Levels of School Effectiveness (August 2012)

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Wooster City Schools Standards-Based Reporting System

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Report Card Guide for Middle School Families

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Standards Based Grading FAQ’s

Sheridan County School District #1 (WY)

Standards-Referenced Grading: Teacher Handbook 2015-2016

Licking Valley Local School District (OH)

2015-2016 Licking Valley High School Student Handbook

Bath County School District (KY)

Bath County High School Standards Based Grading Handbook: A Guide to Full Implementation

Baraboo School District (WI)

Jack Young Middle School – Parent Guide to Standards Based Grading

Yorkville 115 Community Unit School District (IL)

Approved Comprehensive Grading Plan

Worthington City Schools (OH)

Effective Assessment and Grading Practices

Higley Unified School District (AZ)

Assessment & Grading Handbook Grade K-5

Illinois Standards Based Reporting

Getting to Proficiency

North East School Division – Saskatchewan (CA)

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Segerstrom, D., & Hansen, A.M. (2014, June 18). Student Advisory Council Final Presentation.  Grading the future . Retrieved from  http://www.isbe.net/sac/ppt/2014-board-presentation.pdf  

Sheldon, A.E., & Grady, C.E. (2011, November). Grading on a Curve: The Illusion of Excellence in Ohio’s Schools. Retrieved from http://www.oagc.com/files/OAGC_Grading_On_A_Curve_Final.pdf  

St. George, D. (2018, December 31). As A's Surge, Md. leader pushes to stay the course, study possible grade inflation.  The Washington Post . Retrieved from  https://www.washingtonpost.com/local/education/as-as-surge-md-leader-pushes-to-stay-the-course-study-possible-grade-inflation/2018/12/31/0a2e46ce-f9ba-11e8-863c-9e2f864d47e7_story.html?utm_term=.200a2955e40b

Thompson, D. (2014). The Thing Employers Look For When Hiring Recent Graduates.  The Atlantic . Retrieved from  http://www.theatlantic.com/business/archive/2014/08/the-thing-employers-look-for-when-hiring-recent-graduates/378693/

Townsley, M. & Buckmiller, T. (2016, January).  What does the research say about standards-based grading?  Retrieved from  http://mctownsley.net/wp-contenthttps://filecabinet9.eschoolview.com/2016/01/SBG_research_primer_Townsley_Buckmiller.pdf

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003).  Assessment for learning: Putting it into practice . Maidenhead, UK: Open University Press.

Brookhart, S. M. (2009).  Grading . New York, NY: Merrill.

Dueck, M. (2014).  Grading smarter, not harder: Assessment strategies that motivate kids and help them learn . Alexandria, VA: ASCD.

DuFour, R., & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree.

Dweck, C. S. (2006).  Mindset: The new psychology of success . New York, NY: Random House.

Guskey, T. R. (Ed.). (1996).  Communicating student learning: The 1996 ascd yearbook . Alexandria, VA: ASCD.

Guskey, T. R., & Bailey, J. M. (2010).  Developing standards-based report cards . Thousand Oaks, CA: Corwin.

Guskey, T. R. (2014).  On your mark: Challenging the conventions of grading and reporting . Bloomington, IN: Solution Tree.

Hattie, J. (2009).  Visible learning: A synthesis of over 800 meta-analyses relating to achievement . London, UK: Routledge.

Hattie, J. (2012).  Visible learning for teachers: Maximizing impact on learning . London, UK: Routledge.

Johnson, D. W., & Johnson, R. T. (2002).  Meaningful assessment: A manageable and cooperative process . Boston, MA: Allyn and Bacon.

Littky, D., & Grabelle, S. (2004).  The big picture: Education is everyone's business . Alexandria, VA: ASCD.

Marzano, R. J. (2000).  Transforming classroom grading . Alexandria, VA: ASCD.

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Video Files

[ActiveGrade].  (2012, November 16).  Standards-based grading overview.  [Video File].   Retrieved from https://www.youtube.com/watch?v=E7m4762pjH8. 

[IASA]. (2016, Summer).  Morton’s mastery approach: A standards-based system at j. sterling morton high school district 201. [Video File]. Retrieved from https://vimeo.com/171451016.    

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Sackstein, S. [TEDx Talks]. (2016, June 2).  A recovering perfectionist's journey to give up grades. [Video File]. Retrieved from https://youtu.be/_61kL5jeKqM.  

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Reeves, D. B. (2010). Transforming professional development into student results. Alexandria, VA: ASCD. 

How is the Reporting System Organized? Course Students will earn a course grade of “Pass” or “Fail” based on the strands assessed for that marking period. If a student receives an “Insufficient Evidence” for any strand in the marking period, their overall course grade will be “Fail” until the teacher has received enough information to make a determination of their knowledge and skills. Strands Students will be given a grade of Mastery, Approaching Mastery, Needs Support, or Insufficient Evidence for each strand assessed, each marking period (every strand may not be assessed every marking period). Strands are grouping of like concepts taught within the subject and are guided by state, national, or international curriculum and best practices. Strand grades are calculated using either the mode (most frequent score for the strand) or by the most recent evidence. Most recent evidence is used when a concept is assessed multiple times and student is demonstrating knowledge/ skills at the time of reporting that they were unable to on earlier attempts. Essential Standards  These are a subset of the entire curriculum that are the priority knowledge and skills that have endurance and leverage for students’ success in school this year, next year, and beyond. Whereas all standards are important, the prioritizing of standards helps educators to choose between coverage and mastery from a large numbers of standards (DuFour & Marzano, 2011; Reeves, 2010). Promise standards also help make learning expectations more transparent to students and families and help the district use its resources to achieve high levels of learning for all students. Promise Standards should reflect what knowledge and skills are needed to be successful at the next level, not what is to be tested by the state. Learning Targets  Sometimes called “I can” statements, these are daily or weekly goals written into student friendly language. They serve the purpose of helping students know if they are making day to day progress and providing transparency in learning.

DuFour, R., & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press.

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Standards-based grading (SBG) is an innovation in education that focuses on learning and helps increase achievement. It is often combined with updated instructional practices and culture to better engage students and foster a positive environment. This page is an introduction for parents and educators new to standards-based education.

The Basics of SBG

Traditionally teachers focus on teaching, the attempt to deliver knowledge. In SBG they also measure student learning, to understand the effectiveness of instruction. Instead of a single overall grade, SBG breaks down the subject matter into smaller “learning targets.” Each target is a teachable concept that students should master by the end of the course. Throughout the term, student learning on each target is recorded. Teachers track student progress, give appropriate feedback, and adapt instruction to meet student needs. Figure 1 shows example report cards that highlight the differences between traditional and SBG.

Traditional grading and SBG also use different grading scales. In traditional grading, students are primarily measured by the percentage of work successfully completed. The assumption is that higher completion rates reflect greater mastery, and earn higher grades. Often 90% achieves an A, 80% a B, etc.

In SBG, grading is based on demonstration of mastery. Students attempt standards-aligned activities (projects, worksheets, quizzes, essays, presentations, etc.). Teachers assess the student output and choose the appropriate mastery level that was demonstrated.

Typical scales are 1-4 and reflect students’ increasing skill. 1's indicate that students have little understanding of a concept, and consequently cannot demonstrate any mastery. When starting a new target, many students have no prior knowledge, and begin at 1. As students learn, they can demonstrate partial mastery, and score 2. Once they meet a target, they score 3. Typically 4's are used for students who exceed targets. Figure 2 shows example traditional and SBG grading scales.

Note: Even though 1-4 is popular, SBG grading scales vary widely. Scales can be 1-5, 0-4, use half points, and use letters instead of numbers. Yours may be different.

In standards-based education, teaching is responsive to learning. When starting a new target, teachers present introductory lessons. As students progress, they are offered more complex material. They continue working and learning until they reach the target. Think of SBG as a ladder, where students climb up, “a rung at a time,” eventually reaching the top.

After receiving instruction, some students progress immediately, but most do not. It’s common for students to be confused, and only partially complete an activity. Teachers regularly provide feedback, reteach, and offer additional opportunities to reach “the next rung.” This process requires patience and practice, and is repeated until students reach the target.

SBG is powerful because it provides a framework to regularly measure student progress. When teachers have continuous understanding of students’ mastery, they can adapt instruction to better meet students’ needs. This causes education to be more effective and engaging.

Note: Since 1's and 2's are at the bottom of the grading scale, many parents assume they're equivalent to D’s and F’s from traditional grading. They may become concerned if their student receives a lower SB grade. When new topics are introduced, it's normal for students to initially score 1’s and 2’s. Mastery rises as students learn, and they will often grow to 3's over time. If your child has lower SB scores, you may want to ask the teacher whether the topic is new. If it's not new, and the class is moving on, then the student likely needs additional reinforcement beyond what's typical for their peers.

How Does SBG Improve Education

Now that we’ve described the mechanics of SBG, let's look at the advantages standards-based education brings to the classroom. Many instructional changes improve student engagement and learning.

Improved Feedback

In SBG environments, better feedback accelerates learning. Instead of simply giving scores like 9/10 or 85%, teachers give feedback about the task performed and skills used. 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.

Student Ownership of Education

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.” This allows students to understand the path to success, and enables them to better engage in their learning. 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.

More Relevant Instruction

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.g. - early elementary reading), often there is little adjustment to instruction due to learning. 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.

Learning Provides Intrinsic Motivation

Some students may be extrinsically motivated by metrics, and strive to improve in measured areas. In traditional classrooms, this often encourages students to “chase points.” Many will perform tasks that award points and raise their averages (e.g. - extra credit).

Conversely, it’s common to hear students ask, “Will this be graded?” They often will skip any activity not entered into the gradebook, regardless of merit. This creates unhealthy incentives which skew student behavior and attitudes.

In SBG, the focus is on learning and mastery. Striving for mastery is an intrinsic motivator and transforms student attitudes. They learn for their own enjoyment and sustain high levels of effort and achievement.

Emotional Safety and Fear of Testing

At the beginning of each marking period, students start with 100%. Their averages fall as they make mistakes. Students with the fewest mistakes earn the highest grades. Depending on the size of the mistake (e.g. - a zero), it may be impossible to recover and earn a “good grade.” This high-stakes environment can create test-taking fear and cause anxiety, which interferes with learning.

In SBG, scores go up as students learn. Final grades are reflective of mastery at the end of the course, so there’s little penalty for early mistakes. No event can “ruin” their grade. This creates an emotionally safe environment where students are encouraged to stretch themselves, make mistakes, and learn.

While SBG removes the problem of zeros, it's also common for organizations to allow redo's. When a student gets a poor score, they can often work more on the topic, increasing their learning, and reassess. The ability to reach mastery is celebrated versus the focus on the number of mistakes made along the way.

Accurate Measurement of Learning

One pitfall of traditional grading is inaccuracy. Student averages are highly dependent on the difficulty of work assigned. If teachers present only low complexity activities, students can earn high scores with only a weak command of the material.

The opposite is also true. Highly demanding instructors may present very difficult work, resulting in overly low student scores. Curving and extra credit are used to adjust averages into more appropriate distributions.

In both cases SBG can improve the situation by providing clearer criteria for measuring mastery. Mastery of low complexity work yields lower grades while mastery of higher complexity work provides higher grades. Connecting grades to complexity rather than percentage completion yields more accurate and consistent grades.

How TeacherEase Helps SBG

This document was written by the team that produces TeacherEase, software for standards-based learning. We believe that successful SBG requires good technology, so we built TeacherEase to meet this need. It includes all the tools necessary: committee collaboration, learning targets, rubrics, assessments, instructional content management, data analytics, gradebook, report cards, and parent portal. For more information, check out: TeacherEase: Software for Standards-based Learning.

Additional SBG Videos

For more information, we recommend the SBG-related videos below.

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Standards-Based Grading (SBG): Everything You Need To Know (2024)

Standards-Based Grading

What is standards-based grading.

At its core, standards-based grading involves grading based on standards . This type of assessment focuses on what students know and can do in relation to specific learning standards, often set at the state or district level.

For example, a math teacher may assess students based on standards like:

• Understanding addition and subtraction concepts
• Being able to add and subtract within 100
• Multiplying and dividing with fractions
• Expressing decimals as fractions

When using a standards-based system, every student is assessed on their individual understanding of these concepts. In other words, each student receives a grade or proficiency level that shows how well they know and can execute the specific standards, rather than grading based on task completion or how their performance compares to that of their classmates.

Student Benefits of Standards-Based Grading

As more districts shift away from a traditional grading system to one that is standards-based, it's important to explore the benefits that SBG can have on both students and educators.

First, this system allows students to receive more frequent feedback on their progress. With a traditional grading system, a student might only receive one or two grades for a semester-long course. However, with SBG, where the focus is on mastery of standards, students receive feedback more often, which they can use to improve their understanding, performance, and academic achievement.

Another benefit is that standards-based grading is often deemed more equitable than other systems . A traditional grading system can sometimes ignore students' diverse learning needs and that they start their learning journey at different places, with different experiences and skills. However, with a standards-based approach, assessments are more diverse and allow students to showcase their understanding in a way that speaks to them – ensuring success is attainable for all learners.

Finally, standards-based grading and competency-based education (CBE) can increase student agency and motivation to learn . With standards-based grading, students are given more autonomy, voice, and choice in their learning. Additionally, in a traditional system that prioritizes grading based on task completion, students may be frustrated and unmotivated to improve if they receive a low grade early on in a course. With SBG, students understand that proficiency is measured against specific standards, which can motivate them to continue learning and improving throughout a course.

Teacher Benefits of Standards-Based Grading

With a shift to standards-based grading, also comes advantages for your teachers.

To begin, this system can save educators time. While shifting to SBG requires an initial mindset and process change, as well as change management strategies , once set up, it can increase efficiencies, saving your teachers time. In a traditional grading system that values task completion, a lot of time is spent marking and grading homework, projects, and other assignments. However, with SBG, educators can draw from an ongoing bank of student work by implementing a tool like a digital portfolio . This allows teachers to simply assess how students are progressing towards meeting standards, which can save a significant amount of time in the grading process.

Additionally, standards-based grading makes it easier for educators to provide targeted support in a more personalized way. With SBG, assessments are aligned to specific standards, meaning teachers can more easily identify where students are excelling and where they may need support. This allows teachers to provide targeted feedback and instruction aligned to the standards that each student needs to work on. In turn, this helps students understand what they need to do to improve their performance.

Implementing Standards-Based Grading

There are many different ways that standards-based grading can be implemented in the classroom. Here are a few of the most common methods.

Mastery Grading

This is perhaps the most well-known method of implementing SBG. In mastery grading, students must demonstrate a complete understanding of a concept before they move on to the next one. In other words, they must achieve a "student mastery" level on each assignment or assessment related to a specific standard before progressing.

Why it works:

• Helps ensure students have a strong foundation in each concept before moving on.
• Eliminates the need for students to relearn concepts they didn't fully understand the first time around.

With an SBG grade book, student grades are often tracked in a grade book that contains all standards for the course or subject. Grades are then assigned to each standard based on how well students have demonstrated an understanding of each one.

• Allows teachers to see at a glance which standards individual students need to work on.
• Encourages students to take a more proactive role in their learning, as they can see which areas they need to focus on.

Standards-Based Report Cards

With a standards-based report card, students receive feedback based on how they've performed and grown over time with regard to the standards, rather than receiving an overall grade that indicates their performance in a subject area. This type of standards-based report card is often used in elementary schools.

• Allows parents and guardians to see exactly which areas their child is struggling in and what they're excelling at.
• It encourages students to take a more active role in their own learning since they can see which areas need more attention.

Standards-Based Grading: FAQs

What are some of the benefits of sbg.

Some of the benefits of SBG include increased student agency and motivation to learn, increased clarity and consistency in grading, and more personalized learning experiences and meaningful feedback.

How does SBG differ from traditional evaluation and assessment?

With SBG, each student is assessed based on their individual understanding of each standard. This differs from traditional grading, which is often based on task completion or how their performance compares to that of their classmates.

What are some of the challenges of implementing SBG?

Challenges of implementing SBG may include the initial time required to set up and maintain this new system, training teachers and students on how SBG works and how it's implemented, and the overall change management that's required when implementing something new to overcome resistance from stakeholders who are unfamiliar with the concept.

How does SBG vary by grade?

The type of SBG system you use may vary depending on the grade level you teach. For example, elementary schools often use standards-based report cards, while middle and high schools may use a standards-based grade book.

How do I get started with SBG?

If you're interested in implementing SBG in your district or school, you'll need a tool to support this change. Download our free K-12 Competency-Based Education Vendor Selection and Buying Guide to get started.

How do you grade with standards-based grading?

In SBG, grades are assigned based on how well students have performed on each standard, rather than by assignment. Leveraging a tool like SpacesEDU that includes a proficiency scale, proficiency reports, and a summary reporting space allows educators to easily keep track of student mastery.

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Debunking Myths of Standards-Based Grading

Addressing the concerns and providing some strategies for implementing alternative grading practices

The Science Teacher—September/October 2022 (Volume 90, Issue 1)

By Jesse Wilcox and Matt Townsley

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T raditionally, assessing and grading students in science has been an exercise centered around points and percentages ( Feldman, Kropf, and Alibrandi 1989 ; Prøitz 2013 ). However, with the introduction of the NGSS and the need to revisit grading practices stemming from the COVID-19 pandemic, an increasing number of schools have begun to revise their grading practices ( Guskey 2021 ; Zalaznick 2022 ). One of these alternative assessment and grading systems is known as standard-based grading (SBG), which encompasses three deviations from traditional grading and assessment ( Townsley and Wear 2020 ).

• The grade book reports learning goals, closely connected to the NGSS, rather than an assortment of points accumulated from various tasks and assessments, points, or percentages ( Figure 1 ).

Traditional and standards-based gradebooks.

* Note that the standards-based grade book communicates the standards assessed during unit of study rather than emphasizing points earned.  

• The assessment and grading structures provide multiple opportunities for students to demonstrate what they have learned.
• Homework and formative assessment are repurposed as ungraded practice.

Recent research suggests that when grade books transparently display students’ current understanding, students have a better understanding of their knowledge and skills and can continue to improve them ( Guskey 2020 ; Noschese 2011 ; O’Connor, Jung, and Reeves 2018 ; Wilcox 2011 ). This approach is consistent with the NGSS and its goal to “actively engage [students] in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in [science] ( NRC 201 2, p. 10).

However, many myths and barriers accompanying these alternative science grading practices can make shifting toward SBG difficult. The purpose of this article is to address these myths and provide strategies for effectively implementing SBG in the science classroom.

Myth 1: “The real world isn’t like this.”

Within the typical science classroom, if a student does not do well on a test, the score is permanently recorded in the grade book. The only way for the student to improve his/her grade is to do better on the next assignment, lab, or assessment. In an SBG classroom, students are provided with multiple opportunities to demonstrate their understanding of the course standards. A common myth is that students’ ability to not be penalized for late work or to redo a lab or take another version of a test is “not like the real world.” The “real world” does not often combine communication of consequences and performance. While consequences are important for students to understand, SBG does not interweave these non-achievement factors with communicating students’ understanding of the science standards. Non-achievement factors can be reported separately and not impact students’ grades. Similarly, being late for a dentist appointment may require paying a fee; however, the dental practice does not change the assessment of my teeth.

In other situations, the “real world” is tolerant of, and even expects, mistakes to happen. It is also important to note that physicians-in-training spend considerable time honing their skills and making mistakes with cadavers before being permitted to practice on real humans. In engineering, engineers make iterations to optimize their designs ( NGSS Lead States 2013 ). Similarly, scientific knowledge can be revised in light of new evidence ( NGSS Lead States 2013 , Appendix H). As an example, scientists recently found the universe’s background starlight is twice as bright as scientists expected ( Kruesi 2022). Given many STEM fields demand an approach of continued learning, SBG can model a similar approach to continued learning.

Myth 2: “Grading this way will decrease the rigor of my science classroom.”

This myth questions if the science classroom will be as rigorous and if students will learn as much with SBG. Part of the source of this myth is connected to problematic definitions of “learning” and “rigorous” ( Kruse, Wilcox, and Easter 2022 ). Wagner ( 2008 ) notes that rigorous learning needs to be redefined from “retaining lots of information the first time” to skills such as critical thinking, problem-solving, collaboration, curiosity, and imagination. Under this revised definition of rigor, a science SBG classroom holds up very well. The purpose of grading in SBG is to communicate what students know and can do ( O’Connor 2018 ). When students receive effective feedback in science, students can use the feedback to improve (e.g., Edgerly, Wilcox, and Easter 2018). Instead of just moving on to new content, students in an SBG system are expected to put in the work to develop their knowledge and skills.

Additionally, there is no more “fluff” such as extra credit, completion points, and participation points that artificially inflate students’ grades. Instead, teachers and students can collaboratively view assessments as an opportunity to learn, rather than merely an exercise in point accumulation ( Townsley and Wear 2020 ). For example, in a high school physics class, we used to have students take an exam over Newton’s Laws. We have more recently had students build mousetrap cars to analyze the mathematical relationship between force, mass, and acceleration of the cars (HS-PS2-1) and make appropriate iterations ( Wilcox, Kruse, and Voss 2019 ). In cases such as this, when we implemented SBG, we found we are much more aware of what students know and can do, and consequently, our teaching has improved. Our better understanding of students and subsequent better instruction have led to increased rigor and learning.

Myth 3: “Grades should be a motivator in my classroom.”

Grades are sometimes used as rewards and punishments in order to motivate students. In this system, if a student turns something in late, points are taken off. If a student participates or does extra credit, points are added. However, if grades are such a great motivator, shouldn’t we eventually see all of the students turning in assignments on time? Shouldn’t all students do the extra credit? While this system of grading can externally motivate some students, it can be deflating for many others.

Instead of using grades as a motivator, grades in an SBG system serve to communicate with students and their parents about the students’ current understanding and skills. As a student learns more, the grade can be changed to reflect that learning. SBG requires a shift in students’ mindset away from obtaining a certain grade and toward learning and applying concepts. The result is that students become more internally motivated ( Fink 2015 ). While “grade chasing” may still occur, the grades in SBG are based upon their understanding of the NGSS . Ultimately, our aim as science teachers is to help students learn at a high level.

Myth 4: “I can use my old ways of grading and just modify it a little bit.”

One possible mindset for adopting alternative assessment and grading systems is to believe that old ways of grading merely need to be modified a little bit. Traditionally, points in the science classroom have not necessarily been equated with grading. SBG does not take into account the number of questions correct or the percentage of points earned when determining levels of learning. While it may seem like a stepping stone to merge points and percentages, this compromise will likely create confusion for parents and students, as well as create a false equivalency in measurement. For example, we once heard that a science teacher kept all the same assignments and just reduced the points down a four-point scale. So, a 40 points assignment was now worth 4 points. If a student got a 32/40, it was converted to a 3.2 on a 4 point scale. Instead of focusing on what students were learning, the teacher only adapted the points aspect of SBG.

When implementing SBG in science, any points assigned to students describe discrete levels of learning ( Figure 2 ). Using a four-level scale, the numbers communicate a student’s proficiency . For example, a student who can effectively evaluate evidence of movements of continental and oceanic crust to explain the ages of rocks (HS-ESS1-5) might receive a 4 out of 4, which corresponds to a deep level of understanding. A 3 may communicate a student’s nearly proficient explanation of plate tectonics, but lacks supporting evidence.

An example standards-based grading rubric.

Myth 5: “It will take too much time.”

With this grading and assessment shift, some science teachers may be reluctant to overhaul their practices because of the additional workload. When first implementing SBG, it can take time. However, SBG can also reduce meaningless paperwork (Scriffiny 2008). Students are summatively assessed when the teacher feels confident in students’ ability to meaningfully engage with the science and engineering practices and their understanding of core ideas and crosscutting concepts. Therefore, not everything students do requires grading and extensive feedback.

A related concern is the time it takes to make and grade reassessments. While this, too, can take some time, our system puts much of that responsibility on the students. Students need to demonstrate they have done additional work such as reading, studying, or completing meaningful homework before reassessment ( Figure 3 ).

Reassessment checklist.

In our experience, we spend more time thinking about what we really want students to learn. We also think about how we can best elicit information about students’ knowledge and skills as well as provide feedback aligned with the standards. To us, this is time well spent.

Myth 6: “SBG does not promote college and career readiness.”

High school science teachers may feel a unique burden to prepare students for college and careers. A possible critique of SBG is that it won’t promote college and career readiness. However, SBG is becoming more commonplace in higher education (Buckmiller et al. 2017). Furthermore, many college professors value students’ understanding of the “why” of science over knowing facts ( ACT 201 3). Related to this, many people in STEM fields are looking for people who ask effective questions, can critically think, and continue to learn ( Wagner 2008 ). Appendix C of the NGSS ( 2013 ) notes, “Research findings indicate that our current system of science education, which places more value on science as a knowledge base than as a way of thinking, is ineffective” (p. 12). Given that SBG often promotes a deeper understanding of science content ( Wilcox 2011 ), it is more likely to promote the types of thinking college professors and employers value.

Myth 7: “Parents and students will not understand the new grade book.”

As with many changes in the science classroom, implementing SBG requires teachers to be deliberate in adopting new practices while being cognizant of the best way to help parents and students understand them. Given helpful connections with situations familiar to them such as athletic teams, communication related to SBG shifts can be simplified. For example, while volleyball coaches provide their athletes with feedback such as “your serving is very good, but your footwork can improve,” science teachers would benefit from explaining to their students that “nearly proficient” on developing a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy is better feedback than 35 out of 40 points. In doing so, alternative grading and assessment systems enable science classrooms to become more focused on learning rather than earning.

Next steps in implementing SBG in the high school science classroom

If you are beginning to implement SBG, consider an in-depth analysis of the assessment in one of your units. The following four steps may be helpful in aligning your assessments, standards, and rubrics:

• Select an assessment recently completed by science students. Consider the NGSS standard that students are supposed to demonstrate through this assessment.
• Determine the specific questions aligned to each NGSS standard. This may result in creating new assessment questions, eliminating some redundant or unaligned questions.
• Use a four-level scale and questions aligned to the standard, and sort the student assessments into four piles, corresponding with generic descriptors of learning such as Beginning, Developing, Nearly Proficient , and Proficient . If possible, ask a colleague to independently sort the student assessments. As needed, come to a consensus on which students should be in each pile based on their demonstrated level of learning for the NGSS .
• Finally, ask the question for each pile: “What can these students do and do not do in relation to the standard that was assessed?” Create bulleted lists for each pile. These bulleted lists can turn into a rubric for the standard.

The next step for high school science teachers with previous SBG experience may be to explore alternative forms of assessment in their classrooms. For example, teachers who frequently depend upon summative unit tests may consider designing more open-ended tasks that incorporate phenomena such as a mudslide and require students to plan and conduct an investigation of the properties of water and its effects on earth materials and surface processes (HS-ESS2-5). With a grade book focused on learning goals rather than the modality of assessment, science teachers implementing SBG have the freedom to allow students’ voice and choice in their demonstration of learning the NGSS.

When science teachers address these myths and effectively implement SBG in the science classroom, we believe students will have an experience more like the ‘real world,’ participate in a more rigorous course, become more motivated by learning rather than earning, and possess an enhanced understanding of their current levels of learning. Science teachers will benefit from more time thinking about what students should be learning and knowing they are providing a classroom experience aligned with college and career readiness.

Acknowledgment

We would like to thank Dawn Posekany from Solon High School in Solon, Iowa for her permission to use her Reassessment Checklist (Figure 3).

Jesse Wilcox ( [email protected] ) is an assistant professor in biology and science education and Matt Townsley is an assistant professor of educational leadership at University of Northern Iowa, College of Education, Cedar Rapids, IA.

ACT, Inc. 2013. ACT national curriculum survey 2012: Science.

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Fink, A.M. 2015. A comparative analysis of a standard based grading system versus a traditional based grading system with respect to student academic achievement and motivation. Doctoral dissertation, Concordia University Chicago.

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Kruse, J.W., J. Wilcox, and J. Easter. 2022. Learning to Learn: Drawing Students’ Attention to Ideas about Learning. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas 9 (2): 110–116. https://doi.org/10.1080/00098655.2022.2033670 .

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