Accurate Grading with a Standards-Based Mindset (WEBINAR)

On Monday, December 16, 2013 I conducted a webinar entitled Accurate Grading with a Standards-Based Mindset. The archived copy of the webinar can be viewed here. (It’s just under 80 min, including questions at the end.)

Please note: This webinar was presented by Pearson Education. When you click on the link above you will first be asked to provide contact information before the webinar will play. While it says “the author has requested the information” please know that it is Pearson (not me) who requires this…just wanted you to know.

Below is a brief blog post that encapsulates (but by no means covers) the essence of the webinar:

While the standards-based grading movement is in full swing, not every school, district, or state is in exactly the same place. The difference is attributable to a variety of factors including the level of the school within which a standards-based approach to grading is being implemented. Elementary school standards-based report cards often look very different from middle or even high school standards-based report cards; that’s not a bad thing as the application of standards-based reporting at each level needs to be suitable for that level. The point is that schools and districts across the country are at various places along the standards-based grading continuum. While some have implemented fully, others are still exploring.

Despite this variation, the common link for all along the standards-based grading continuum is how we think about grading; what I call the standards-based mindset. This mindset represents the heavy lifting of the grading conversation. Once we shift how we think about grading, the implementation of standards-based reporting is easy, or at least easier, since the way we think about grades, how we organize evidence, and what is most heavily emphasized is different. We become more thoughtful about ensuring that a student’s grade represents their full level of proficiency and not just the average of where they were and where they are now.

Adults are rarely mean averaged and certainly, it is irrelevant to an adult that they used to not know how to do something. Yet for a student, these two factors are dominant in their school experience. A student’s grade (at least traditionally) is almost always a function of the mean average and a failed quiz or assignment early in the learning almost always counts against them; remember, every 40 needs an 80 just to get a 60.

The standards-based mindset shifts this conversation to a more accurate way of reporting a student’s level of proficiency. Like any idea, there are always detractors who’ll try to hijack the conversation by suggesting that standards-based grading is about lowering standards, making it easier for students, and letting them off-the-hook; none of that is true. Standards-based grading is about accurately reporting a student’s true level of proficiency. As students learn and grow through the curriculum they should be given full credit for their achievement. When they don’t receive full credit we are sending the not so subtle message that you should have learned faster!

A standards-based mindset is separate from how we report grades. With a standards-based mindset you can still report traditional grades, it’s just that how you determine grades is significantly different. Teachers with a standards-based mindset eliminate the influence of non-learning factors from their gradebooks. Whether it’s extra credit or late penalties, a standards-based mindset is about accurately reporting a student’s level of proficiency. Another misrule about standards-based grading is that meeting deadlines, completing work, etc. are not important; they are, however, they’re different. A student isn’t less proficient in math because the work was handed in two days late. Attributes, habits, and college/career skills are important and with a standards-based approach they remain important, but separate.

The standards-based mindset is about emphasizing the most recent evidence of learning by allowing students to receive full credit for their accomplishments. Reassessment is not about hitting the reset button or developing a do-over generation; it’s about recognizing that students have surpassed their previous levels of proficiency and giving students the opportunity to demonstrate those higher levels…and then giving them full credit for their learning. Students are still held accountable – for the learning – and not punished when they fall short of expectations. We don’t need to use the gradebook to teach students to be responsible; when we do it leads to grades that are inaccurate.

Standards-based grading and reporting is about levels of proficiency, accurate information, and a reorganization of evidence. Before we can fully implement standards-based reporting we need to develop a new way of thinking about grading; we need a standards-based mindset. Whether you still report traditional letter grades derived from predetermined percentage scales or are somewhere in the midst of developing a standards-based way of reporting, the standards-based mindset is the necessary first step toward more thoughtful and meaningful ways of reporting. With a standards-based mindset, if a student used to be a 40, but now is an 80, she should get an 80, not a 60!