What are the Alternatives to Traditional Grades?
In reflecting on his grading practices while he was still teaching, my assistant principal realized he was struggling with three things: giving grades for completing homework, having an F account for 59% of the grading scale, and the difficulty of giving valuable feedback for students to use (Williamson, 2016). As a math teacher, he knew it did not make sense; philosophically, he knew he did not wish to grade on compliance.
Throughout his reflections, he considered the way he gave feedback as a coach and came to the realization that he assessed his players on their most recent effort, instead of what they did at the beginning of the season. For that reason, he implemented Standards-Based Grading in his math classroom.
In Standards-Based Grading, students are assessed on individual objectives. The most recent assignment is given the greatest weight. The goal is SBG is mastery: students are encouraged to revise work until they achieve mastery. The gradebook then shows students progress in meeting the standards, as opposed to points for individual assignments (Scriffney, 2008). High-ability students can be pushed further than in the traditional points system, and students who struggle have multiple opportunities to show what they know. In addition, grades do not reflect behavior, compliance, home life, etc.; they are truly what the student knows.
I completely agree with his realizations. If grades are meant to assess exactly what a student knows and allow the teacher to then adjust instruction, the grade must reflect that goal. When homework completion or extra credit are included in the grade, the letter loses its significance. Many teachers might be concerned that should they stop giving credit for homework, students will stop doing it. In fact, changing the focus of grades from numbers to achievement forces the students to understand that they are accountable for their mastery (Scriffney, 2008). If a student asks himself “do I know this?” and completes the homework because he realizes he does not, that is so much more effective than completing homework for compliance. My assistant principal found that in his remedial-level math class, students continued to complete their homework even though they did not receive points for it -- they realized that it helped them achieve mastery.
Scriffny (2008) points out that students must learn that they cannot submit substandard work in life, and SBG teaches that. In order for students to learn what quality work is, they must receive the kind of feedback that helps them grown. Standards-Based Grading leads to much more valuable information for students on what they need to do to improve, and for the teacher on what she needs to review (Scriffny, 2008). This past quarter I have implemented SBG in my honors class. Indeed, the conversations with students on how they can improve have been so much more fruitful, and the data I have on my students’ mastery allows me to understand their abilities past percentages. While not perfect -- students still ask how to get an A -- it definitely opens up the opportunity for better conversations on how students can improve.
Tweet it: Compliance can never equal success. Homework completion can never equal success. Mastery must equal success. #letthestudentsgrow
R. Williamson, personal communication, April 25, 2016.
Scriffny, Patricia (2008). 7 Reasons for Standards Based Grading. Educational Leadership, 66. 70-74. doi:http://speced.fivetowns.net/lcs/content/Standards%20Based.pdf
Throughout his reflections, he considered the way he gave feedback as a coach and came to the realization that he assessed his players on their most recent effort, instead of what they did at the beginning of the season. For that reason, he implemented Standards-Based Grading in his math classroom.
In Standards-Based Grading, students are assessed on individual objectives. The most recent assignment is given the greatest weight. The goal is SBG is mastery: students are encouraged to revise work until they achieve mastery. The gradebook then shows students progress in meeting the standards, as opposed to points for individual assignments (Scriffney, 2008). High-ability students can be pushed further than in the traditional points system, and students who struggle have multiple opportunities to show what they know. In addition, grades do not reflect behavior, compliance, home life, etc.; they are truly what the student knows.
I completely agree with his realizations. If grades are meant to assess exactly what a student knows and allow the teacher to then adjust instruction, the grade must reflect that goal. When homework completion or extra credit are included in the grade, the letter loses its significance. Many teachers might be concerned that should they stop giving credit for homework, students will stop doing it. In fact, changing the focus of grades from numbers to achievement forces the students to understand that they are accountable for their mastery (Scriffney, 2008). If a student asks himself “do I know this?” and completes the homework because he realizes he does not, that is so much more effective than completing homework for compliance. My assistant principal found that in his remedial-level math class, students continued to complete their homework even though they did not receive points for it -- they realized that it helped them achieve mastery.
Scriffny (2008) points out that students must learn that they cannot submit substandard work in life, and SBG teaches that. In order for students to learn what quality work is, they must receive the kind of feedback that helps them grown. Standards-Based Grading leads to much more valuable information for students on what they need to do to improve, and for the teacher on what she needs to review (Scriffny, 2008). This past quarter I have implemented SBG in my honors class. Indeed, the conversations with students on how they can improve have been so much more fruitful, and the data I have on my students’ mastery allows me to understand their abilities past percentages. While not perfect -- students still ask how to get an A -- it definitely opens up the opportunity for better conversations on how students can improve.
Tweet it: Compliance can never equal success. Homework completion can never equal success. Mastery must equal success. #letthestudentsgrow
R. Williamson, personal communication, April 25, 2016.
Scriffny, Patricia (2008). 7 Reasons for Standards Based Grading. Educational Leadership, 66. 70-74. doi:http://speced.fivetowns.net/lcs/content/Standards%20Based.pdf