Standards-based Learning

Standards-based learning is a system that approaches learning as a growth process and measures student progress toward proficiency in course objectives, also called standards. Over a unit, term, and year, students have multiple opportunities to practice and demonstrate growth and proficiency.. Work habits called “Learning Behaviors” are reported separately from proficiency in course skill and content areas.

In a standards-based system, teachers report what students know and can do in relation to course standards. Scores in a standards-based system measure mastery of learning objectives or how the student can perform target skills. Rather than a single composite letter grade for a class, students receive proficiency scores (on a 1-4 scale) for the separate course standards. Evaluation emphasizes the most recent evidence of learning rather than an average over a unit, term, or year.  Providing proficiency scores on standards instead of single fixed grades for each course provides specific, accurate feedback that is supportive of learning.

A score of 3 indicates proficiency with a target skill at the time of assessment,  whereas a score below 3 indicates that a student is working toward proficiency. In these cases, students and teachers together identify opportunities for reteaching, practice, and even reassessment. Scores above 3 on a standard indicate that a student's work exceeds the proficiency expectations because of the transfer, depth, or complexity demonstrated. 

Standards:

  • Measures a student’s progress toward course objectives
  • Separates course content and skills from learning behaviors and reports them independently
  • Indicates what a student knows and can do at a given point in time
  • Emphasizes the most recent evidence of learning
  • Uses a number scale (1-4) to report on proficiency toward course standards

 

SBG Vs. Traditional Grading

Standards-Based Grading

Traditional Grading

  • Uses a number scale
  • Emphasizes most recent evidence of learning
  • Indicates what a student knows and is able to do at a given point in time
  • Communicates expectations ahead of time to students
  • Emphasizes student progress
  • Separates content skills and learning behaviors and reports them separately
  • Uses a letter scale
  • Includes every score, regardless of when it was collected; scores are averaged
  • Negatively weights grades based on learning behaviors, such as homework completion
  • Includes learning behaviors, such as homework completion in the overall grade

 

A student may receive a score of 1-4 at any point in time, provided that the current performance of that student aligns with the descriptors at the corresponding level. A score of “3” is considered grade-level proficiency and is the target objective for grade-level work. A score of “4” exist to help differentiate learning for students who are reading for challenges beyond what is expected for their grade level. The difference between level 3 and level 4 performance is generally based on student work that involves transfer, depth, and complexity. When a student’s performance falls between two performance level descriptors on a proficiency scale, a teacher can use a 1.5, 2.5, or 3.5. 

Proficiency Scale

FAQs

What are the advantages of standards-based grading?

A significant advantage of SBG is that the standards - or the skills and content assessed in each class - are clearly articulated and tracked throughout the term or year. In class, assignments, instruction, and feedback are clearly connected to individual standards, so students know what is expected of them and what they are being assessed on at any given point. Similarly, students and families/caregivers can see individual feedback indicating which learning outcomes a student has mastered and which they are still working on. 

Additionally, we know students learn and progress at different paces. The goal of standards-based grading is for students to demonstrate mastery in the objectives, and we know one student’s timeline might look different from another’s. An advantage of this approach is that students have multiple opportunities to demonstrate proficiency - they can continue working on and demonstrating progress in standards all year long, and can return to previous skills or reassess when needed. 

Why aren't grades just averaged?

Because the purpose of standards-based grading is to report what students know and are able to do, averaging does not provide an accurate picture of where a student is in their learning. Our ultimate goal is for students to master the skills and content outlined in each class; since ideally they are growing and improving throughout the course of the year, the most recent data and assessments more accurately reflect what a student knows and can do.

So is a 3 like an a, a 2 like a B, and so on?

No. While it may feel as though standards-based grading performance scale scores are easy to translate to the traditional A, B, C, D, F, it is actually quite difficult, and should be avoided in standards-based grading. The two grading methods (traditional and standards-based grading) are entirely different systems and philosophies. In Standards-Based Grading, a 1 (not yet proficient) is a very narrow range which communicates that the student has made little or no progress toward the standard. A 2 (approaching proficiency) tends to have a larger range because it includes student performance that ranges from just a little closer to the standard than a 1, to just a little short of meeting the standard of a 3. A 3 (proficient) indicates that the student has met the standard, and is right where we expect the student to be. When a student has not only met the standard but has also taken the skills and concepts and transferred them with greater complexity and depth into other areas and disciplines, a student may earn a 4 (exceeds proficiency). In traditional grading, letter grades report the number of points earned in a subject, often include scores related to homework and participation, and don't necessarily clearly communicate what the student has learned.

What about students who have learning plans or accomodations?

Standards-based grading principles and tenets are equally as applicable and appropriate for students with learning plans. Some students have accommodations that support them with making progress toward grade-level standards. Students are instructed and supported with these accommodations, and then graded on the standards as written. Other students may have modified grade-level expectations (standards) written into their Student Success Plan. If a student has a modified grade-level expectation as part of their SSP, this will be communicated to the student and family and noted on any report card or progress report.

How will I know what Progress my student is making?

How will I know what Progress my student is making and if they are on track to meeting the standard?

Student progress is tracked in online gradebooks through Alma. Alma is updated regularly, and students and families/caregivers can log into Alma at home to track progress or see if there are any missing assignments. Alma can be accessed through the Parent/Caregiver or Student Portal. 

You may also reach out to your student’s teacher to better understand the standards in the class, what assignments or assessments contribute to each standard, and how your individual student is doing. Over the course of the year, we will send students and families six grade reports - one at the middle and end of each trimester. We encourage you to look at student scores over the course of the term (or year), and pay attention to trends in these scores. 

What about homework? 

What about homework? I’ve heard it doesn’t “count” in standards-based grading.  How do I make sure my student understands the importance of homework if it isn’t part of the final grade?

The purpose of homework at LWGMS is to provide practice or exposure to content reviewed in class.* While homework is assigned and tracked using learning behaviors, it is not typically assessed with content standards. We know that practice is essential for students to strengthen their skills and understanding. In practice assignments - either in class or at home - students can build their skills, clarify misunderstandings, and work through confusion or mistakes. When we assess students, we want to see what they know or are able to do after having had the opportunity to practice and receive feedback and support. Most often, assignments that are assessed for content standards include projects, writing assignments, tests or quizzes, presentations or performances, or task-based activities.   

Tracking, organizing, and completing assignments is an important skill in middle school and beyond, and one we actively teach and reinforce throughout their time here. Students are assessed on these skills through our learning behavior standards.

*Please note that some long-term assignments, such as an essay, may include at-home work; these will be assessed using content standards.

How can I support my student around standards-based grading?

Standards-based grading may be a new approach to grading for both you and your student. At home, we encourage you to talk with your students about their standards and progress! You might review their standards on Alma together or look through graded work and feedback forms from class. You can discuss what your student believes has contributed to their success, or what they can do to keep working on certain standards. You might ask, “Tell me your understanding of this standard”, “How does what you’re working on connect to your standards or unit goals?”, or “What can you do to grow in this standard?” As always, please encourage your students to reach out to their teachers with any questions or confusions, to review work or practice together, or to reassess.. 

 

Tips For Talking To Your Student About SBG

  • Standards-based grading is not the same as traditional grading. Standards-based grades cannot be “translated” to the traditional A, B, C, D, F.  Think of the two grading methods as completely different languages.
  • Approaching proficiency (2) is typical of performance during the first half of the school year. 
  • Please be mindful of your reactions when your student is approaching (2) or not yet proficient (1); we encourage you to use this as an opportunity to set goals and talk about what your child is working on and can continue to do to improve.
  • A “3” score is considered proficient and grade-level mastery. Students may achieve mastery at different points in the school year and it may take time. If a student completes an assignment or assessment with complete accuracy, a score of “3” will be recorded, not a “4”.
  • It is important to understand that exceeding proficiency (4) in standards-based grading is not the same as earning an “A” in the traditional system. It is reserved for rare occasions when a student demonstrates understanding or application above and beyond what was taught in class.
  • Not all assignments or assessments provide opportunities for students to demonstrate they are exceeding proficiency, and this score should be considered rare. When students are ready and eager for more challenging opportunities, they should talk to their teacher.
  • Work completion, engagement, collaboration, and preparedness are considered learning behaviors. Learning behaviors are their own individual standards; note they are separate from content standards and reported separately.