Standards Based Assessment vs. Traditional Grading
Standards Based Assessment
- Students receive a performance level description (Met the Standard, Approaching the Standard, Developing Knowledge of the Standard) to indicate a students level of understanding for a particular standard.
- Performance levels represent the overall trend of learning for a student. Performance levels are recorded for each individual grade level standard in a course.
- Homework and daily assignments are considered formative (practice) and are not factored into a students performance level. Students receive feedback so that they may improve their knowledge and understanding leading to higher levels of achievement on summative assessments.
- Performance levels are NOT used to punish students and only represent a student’s level of mastery. Effort, participation, turning work in on time, and time management are not part of a student’s performance level score.
- Rubrics provide clear expectations of what it means for a student to achieve each performance level.
Students receive a letter grade (A, B, C, D, F) by averaging the total points earned during a grading period.
- Grades are cumulative (a single grade for each course) and may not give an accurate picture of student learning
- Homework and daily assignments are often graded and given points that become part of total points that are averaged at the end of the grading period to assign a letter grade. Students are penalized for doing poorly on homework.
- Grades often punish students. A student who turned in an assignment late might receive a low grade based on when the work was turned in rather than the knowledge level of the student.
- Students are often unsure about how work is graded as each assignment, quiz, or test may be graded differently.