Fair, standards-referenced grading systems that communicate what a student knows and can do are often difficult to design. Developing grading systems that are fair and consistent across an entire school district can seem like an impossible task. However, it is a task that is necessary and worthwhile. (more…)
How can you assure that all students in your building have met a minimum proficiency on all of your priority standards, regardless of the teacher? As Lander Valley High School began to answer this question, it became apparent that we needed to have a different grading system to ensure that when I sign a diploma, I can verify that the student has met the standards. (more…)
Guest post by Tom Dodd
Three years ago, our teachers began changing the way they assess student progress at Lesher Middle School in Fort Collins, CO. Standard/criterion/competency-based grading and reporting, as it’s commonly known, allows teachers to authentically evaluate student learning progress based on state academic standards, the Common Core State Standards (CCSS), or in our case, the International Baccalaureate Middle Years Program (IBMYP) Aims and Objectives to better communicate levels of academic performance and work habits. (more…)
Guest post by Cameron Soester
Grading has always been a tricky issue for school leaders to master. How do you ensure it captures the full picture of a student’s progress and achievement?
Thomas Guskey suggests that a well-rounded and comprehensive grading policy has three well-defined components. They include a product grade that assesses what students know and can do at the moment the assessment is given; a process grade that measures student behaviors; and a progress grade that considers a student’s improvement over time. (more…)