Standards-Based Grading : Combating Common Concerns

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

Standards-Based Grading_ Combating Common Concerns

How do you combat common Standards-Based Grading concerns?

Lets look at some common parent and educator concerns about Standards-Based Grading, while evaluating their truth and discussing an appropriate response.

“How can I hold students accountable if behavior, responsibility, and respect can not go into the gradebook?”

More often than not, educators voice concerns about the ability to hold students accountable for factors that are not assessed within a standard. This often includes behavior, responsibility, and respect.  If these elements do not directly affect a student’s “grade,” how can we expect them to turn in an assignment on time or follow classroom expectations?

Standards-Based Grading does not diminish the ability for teachers to document behavior and hold students accountable. It simply requires the documentation to be made in a separate location. It is suggested that school districts implement the use of Behavior Characteristics to resolve this concern.

Behavior Characteristics allow a teacher to record any concerns dealing with behavior separate from the gradebook. These scores are often shown as symbols. So, a student would earn a numerical score for their success in a specific content area standard, and a symbol reflecting their behavior. Both scores are shown on a Report Card.

Response to a Concerned Educator : “We have put systems in place to support you! Remember, Standards-Based Grading requires grades to directly correlate to a mandated standard. However, this does not take your educator power away! We are still teaching future leaders and life long learners. You will document other factors – such as behavior, responsibility, and respect – in a separate location. This will paint a more complete picture of the students’ knowledge along with their behavior throughout the year.”

Tools to Consider : Looking for an easy tool to document a students behavior? Consider using a Student Log Book (ie. Caution Log, Tardy Log, Behavior Slips, etc).

“What was wrong with the old way? I turned out just fine.”

Yes you did! You are great! Nevertheless, progress is essential to continue to grow as humans! Just as other fields such as business, marketing, agriculture, and technology continue to develop, education must as well. 30 Years ago, people did well without using a smart phone. As the technology for a more connected network was developed, the masses jumped on board to be a part of this innovative design. Consider Standards-Based Grading to be the next iPhone – just a better way to stay connected.

Response to a Concerned Educator or Stakeholder : Using research is sometimes appropriate in this instance. Consider purchasing Standards-Based Grading research tools to provide some concrete evidence to this educator. What does the data say? Lastly, consider reviewing the “Why” behind Standards-Based Grading. While there are a number of resources with this information, an easy spot to begin is Standards-Based Grading: The Basics.

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“Do I have to go back and completely change everything I have always done in the classroom?”

No! Standards-Based Grading does not require educators to bring a dumpster into their classroom and trash all of your “old” lessons. Lessons will simply need to be refined to directly align to mandated standards.

Response to a Concerned Educator : “No way! You have outstanding lessons. You would be doing a disservice to your students by throwing those out! Lets fine-tune your lessons to directly align to a target associated to a mandated standard. This will not only add great value to your students, developing a better understanding of what they are working toward, but it will also allow you to evaluate if you are meeting what the standard is asking.”

“The Grading Scale gives me less feedback.”

Oh No! You feel you do not have a clear picture of a student’s success? This must be fixed! With the use of a numerical value directly correlated to the students level of understanding, grading should build a CLEARER understanding of the student’s success. Remember, an 80% in one class did not effectively communicate a student’s understanding of a topic either. Educators that voice this concern may not understand the grading model or how it is applied effectively.

Response to a Concerned Educator :  “Lets start from the beginning. The grading scale is essential to understand and you are right to ask questions about how it can best support your classroom.” During your time evaluating the grading scale, examples can be extremely useful. Remember, this is a mind shift for many educators. Take your time, answer questions, reflect, and keep communication open!

Tools to Consider : Need support understanding what a score means? Consider looking at the resources provided in the Standards-Based Grading Blog : Understanding a Score. Here you will find quick explanations as well as tools to help everyone practice the grading method.

Continue your exploration with more Standards-Based Grading posts!

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