The traditional grading system has been a fixture in American education for centuries. However, in recent years, there has been a growing movement towards standards-based grading. This new approach to grading seeks to provide a more accurate reflection of a student's knowledge and skills. In this post, we will explore what standards-based grading is, how it differs from traditional grading, and why it is gaining popularity. This is the first of a few posts related to standards-based instruction. What is Standards-Based Grading? Standards-based grading is an approach to assessment that focuses on what students know and can do. It is based on a set of clearly defined learning standards that outline what students are expected to know and be able to do at each grade level. These standards are aligned with state and national standards, ensuring that students are learning what they need to know to succeed in college and the workforce. Under standards-based grading, students are assessed on their mastery of these learning standards. Instead of receiving a letter grade based on their overall performance, they are given a score that reflects their level of mastery of each standard. This allows teachers and parents to see exactly what a student knows and what they need to work on. How is Standards-Based Grading Different from Traditional Grading? Traditional grading is often based on a variety of factors, including homework, class participation, and performance on exams. These factors are combined into an overall grade that is meant to represent a student's overall performance in the class. However, this approach can be misleading because it does not differentiate between what a student knows and what they do not know. Standards-based grading, on the other hand, is focused solely on a student's mastery of the learning standards. This means that students are assessed on what they know and can do, rather than on their completion of homework or their participation in class. This approach provides a more accurate reflection of a student's knowledge and skills and helps teachers identify areas where students need additional support. Why is Standards-Based Grading Gaining Popularity? There are a number of reasons why standards-based grading is becoming increasingly popular in American education. First and foremost, it provides a more accurate reflection of a student's knowledge and skills. This can be particularly helpful for students who struggle in traditional grading systems, as it allows teachers to identify specific areas where they need additional support. In addition, standards-based grading helps to promote a growth mindset in students. When students receive feedback based on their mastery of specific standards, they are better able to understand their strengths and weaknesses. This can help them develop a sense of agency over their own learning and motivate them to work harder to improve. Finally, standards-based grading is aligned with the goals of modern education. As the world becomes increasingly complex and interconnected, it is more important than ever for students to develop a deep understanding of core concepts and skills. Standards-based grading helps to ensure that students are learning what they need to know to succeed in college and the workforce. In conclusion, standards-based grading is a powerful approach to assessment that provides a more accurate reflection of a student's knowledge and skills. By focusing on what students know and can do, rather than on their completion of homework or participation in class, this approach helps to promote a growth mindset in students and ensures that they are learning what they need to know to succeed in college and the workforce. As such, it is a welcome addition to American education and one that is likely to continue to gain popularity in the years to come. Sources: Guskey, Thomas R. “The Case Against Percentage Grades.” Educational Leadership, vol. 73, no. 1, Sept. 2015, pp. 68–72. Marzano, Robert J., and Tammy Heflebower. “A Differentiated Approach to Standards-Based Grading.” Educational Leadership, vol. 69, no. 6, Mar. 2012, pp. 64–69. O'Connor, Ken. “The Case for Standards-Based Grading.” Educational Leadership, vol. 68, no. 2, Oct. 2010, pp. 78–79. Reeves, Douglas B. “The Case Against Grading.” Educational Leadership, vol. 68, no. 2, Oct. 2010, pp. 70–74. Thomas, Tim. “Standards-Based Grading: An Introduction.” Edutopia, George Lucas Educational Foundation, 14 May 2019, https://www.edutopia.org/article/standards-based-grading-introduction. Accessed 3 Mar. 2023. Wormeli, Rick. “Redos and Retakes Done Right.” Educational Leadership, vol. 68, no. 2, Oct. 2010, pp. 34–39.