Standards-based Grading: BIG Shift #2 – A Mastery Mindset

In standards-based grading, teachers have a mastery mindset. In other words, classroom structures and routines are setup to maximize student learning, regardless of when they learn it.

In my experience as a K-12 student, and perhaps yours as well, each unit of study took several weeks or more and ended with some type of culminating assessment (test, project, essay, speech, etc.). The level of understanding I demonstrated at the end of the unit was written in ink. There was nothing I could do to change this static mark regardless of my future level of learning. Once the doors had been shut on the unit, few, if any, opportunities existed to remediate and/or show I had a deeper understanding.

Every educator I have worked with agrees that students learn at different rates and different paces. As such, in standards-based grading, the BIG shift is thinking about learning as dynamic rather than static within a reporting period. When students have demonstrated a higher level of understanding following some type of new learning activities, marks in the grade book or report card are revised according. Because our mindset is focused on mastery, we think of learning as documented in pencil during any given quarter, trimester or semester.

In an upcoming post, I will share the next BIG shift of standards-based grading: repurposing homework and checks for understanding as ungraded practice.

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