Previously we’ve discussed using a percentage grading system–why they’ve come to prominence and why that might not be a good thing.  However, if we’re going to move away from percentage grades we need to replace them with a system that works.

Recently, there’s been a push to replace the traditional percentage grades with standards-based grading.  Standards-based grading is exactly what it sounds like.  In this method of grading, instead of grading each assignment that a student completes, each standard gets a grade based on the student’s proficiency with that standard.

Proponents of standards-based grading are quick to sing its virtues.  Standards-based grading, they say focuses not just on academics, but on the quality of the student’s academics.  While in traditional grading a student’s grades can become complicated by such non-academic considerations like class-participation or missing assignments, in a standards-based classroom the standards are the only thing that matters.

Moving toward a standards-based grading system is a move away from bureaucratic grading and burdensome paperwork.  When the standards become the focus of the grades, they become the focus of the classroom as well, often adding a level of focus and meaning to a teacher’s plans that are missing in other systems.

Another benefit to standards-based grading is that the grades themselves become flexible for all of the right reasons.  There is barely a teacher in the U.S. today that hasn’t experienced a student coming up the day before grades are due begging for extra credit. Under this system, that becomes a non-issue.  Students always have the ability to increase their grade by actually increasing and demonstrating their own capabilities.

However, standards-based grading is only as good as the standards they are based on.  While most states have standards in place, they vary in quality.  Nor does every standard lend itself to clear evaluation.  Take, for example, this sixth grade social studies standard from North Carolina, “explain how innovation and/or technology transformed civilizations, societies and regions over time.” The standard by itself is far too broad for most teachers to be able to evaluate effectively.  The teacher may also try to create their own standards, but many teacher preparation courses don’t spend an adequate amount of time on preparing standards and objectives for learning.

While sometimes ambiguous, the draw of having a concrete and easily explainable grade is causing many teachers to explore the possibilities of standards-based grading.

For more about standards-based grading, check out the following resources:

Standards-Based Grading by ActiveGrade (YouTube Video)

Seven Reasons for Standards-Based Grading

Keep your 3, I want my A: What’s Up with Standards-Based Grading

A Better Grading System: Standards-Based, Student-Centered Assessment

The Challenges of Standards-Based Grading

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