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"If we base our grades on standards rather than attendance, behavior, or extra credit (which often has nothing to do with course objectives), we can actually help students grapple with the idea of quality and walk away with a higher degree of self-sufficiency"

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The Grades Should Reflect Demonstration of Understanding

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The Grades Should Reflect Demonstration of Understanding

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"students who were clearly learning sometimes earned low grades because of missing work"

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If we go to Standards based grading, it will be important for all elementary teachers to take Professional Development around clear expectations on how we grade work at the different grade levels. We need consistency across all elementary schools in order to help support our students.

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After a significant portion of the objective has been taught

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and should not be heavily graded. Some students do not need practice to attain mastery.

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SBG is not new and there is no reason to reinvent rubrics or standards-based curriculum.

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Standards Based grading provides authentic opportunities and information for students, teachers and parents.  The challenge is in the work; aligning our assessment practices, teaching & practicing the process and educating all stake holders. Students experience more success and understand the purpose of their learnings.

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Getting a grade of 80% means that there is room for improvement, but it does not indicate the improvement that needs to be made. Imagine if you went to see a doctor and they said we got a health grade of 80%.

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Gifted and talented students can be challenged in SB classroom, showing early mastery can lead to more challenging work
*How might students and parents who are used to achieving "mastery" feel when they are suddenly challenged?!

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This would need continued alignment to support SBG.

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If we adopt SBG, then we need to come together to know what learner outcomes will look like and how to assess district-wide. Students transfering from one building to another will benefit from this.

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Homework is used for practice. Turn-in rates were relatively consistent despite not grading homework.

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The premise of the article is right-on, but there seems to be a lot of focus on "re-testing" opportunities for students to show mastery instead of "re-teaching" to master core standards.

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Can't help but see continued correlation to the power of PLCs in driving so much of the work we MUST do in order to support all students.

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I would like to know what our plan is to implement a standards-based grade book solution for the comprehensive high schools (in terms of a time line and solution).  Many high school teachers are interested in standards based grading but they are waiting on a district solution.

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As I reflect back as a student I would have had to work a lot harder, but learned more. I was good at playing school and getting a good grade without really learning.

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SBG seems to force us (teachers/admin) to ask "Why" instead of making assumptions or judgements of students.  In this way, we can best find solutions to learning.  We move from sorting to creating learners.

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SBG seems to force us (teachers/admin) to ask "Why" instead of making assumptions or judgements of students.  In this way, we can best find solutions to learning.  We move from sorting to creating learners.

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"If we base our grades on standards rather than attendance, behavior, or extra credit (which often has nothing to do with course objectives), we can actually help students grapple with the idea of quality and walk away with a higher degree of self-sufficiency."

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I appreciate the idea that homework is valuable. Students that need the extra practice should begin to find value in homework and students that don’t need the extra practice will not waste their time. This will hopefully encourage lifelong learning.

I do wonder about equity. For the students that need extra practice (and use homework to get that practice), how much time are they spending on their homework and how does that impact their other commitments (work for example)?

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Reason 6- The need to assess the quality of their own work.

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When the ethical arguments are not working to persuade staff - Reason 4 - reducing meaningless paperwork can help move staff to a standards aligned practice

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*Missing work earns students a lower grade, and may not tell us whether a student is learning or not
*Missing work = lack of engagement in process

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not allow students to mask their level of understanding with their attendance, their level of effort, or other peripheral issues.

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use a system that is not based on the inappropriate use of
averages

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"The standards-based grade book gives a wealth of information to help the teacher adjust instruction."

"... Students can also see much more information about their learning... standards-based grading reveals that she has not mastered a crucial concept."

"When I began using standards-based grading, I quickly discovered that I needed to reexamine my curriculum." / " No one can use standards-based grading without clear standards." >> crucial!

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Will elementary report card be realigned, using the Essential Standards, so teachers can report more accurately?