In standards-based grading, teachers communicate goals of learning rather than tasks. In other words, learning is communicated in relation to the course outcomes rather than the activities (homework, quiz, project, essay, etc.) demonstrating the learning outcomes.
[Note to readers: This column is part of an ongoing series for Iowa ASCD’s The Source e-newsletter.] Leaders of Performance: Planning with the End in Mind What does it mean to be a curriculum lead? This is the sixth column in a series for Iowa administrators, teacher leaders and anyone else interested in enhancing curriculum leadership. Over
Standards-based grading: lock-ins and lecture halls.
(a.k.a. why schools choose to adopt educational practices such as grading that are often different from colleges/universities)
The purpose of this article is to describe principles of standards-based grading, empirical support of SBG, and several common challenges secondary school leaders may face when considering this philosophical shift. Future research recommendations include exploring the perspectives of college students who graduate from high schools using SBG to understand the longer-term successes and shortcomings of the grading system.
At a few recent workshops I have facilitated, well-intentioned teachers submitted the following questions: How do we hold students accountable for homework? What do we do with students who do not want to reassess? I was delighted to share my personal experience as a teacher and district administrator involved with standards-based grading, however in each
The purpose of this recently published paper is to provide a model for educational leadership faculty who aspire to walk the talk of effective feedback by embedding standards-based grading (SBG) in their courses.
[Note to readers: This column is part of an ongoing series for Iowa ASCD’sThe Source e-newsletter.] Leaders of Relationship Building: Listening is a part of leading What does it mean to be a curriculum lead? This is the fifth column in a series for Iowa administrators, teacher leaders and anyone else interested in enhancing curriculum leadership. So
In early 2016, I listed what I thought were the top ten books written about effective grading practices. Many books have been written about standards-based grading in the last three years, however I wanted to highlight five that have impacted me the most. Here we go! O’Connor, K. (2018). How to grade for learning, K-12 (4th
In early 2016, I wrote what I thought were the “Top 10 standards-based grading articles” available at that time. Nearly three years have past and a number of quality articles have been written in that time. Here we go! Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith,
One of many possible reasons why standards-based grading has been slower to catch on at secondary level when compared to elementary settings…. From a study of nearly 3,000 K-12 teachers: The evidence gathered in this study shows that nearly all teachers believe that grading plays a role in the teaching and learning process. However, the