Standards-Based Grading

The West Branch Community School system started researching and piloting standards based grading in 2009 in order to eliminate toxic grading practices. Our old point system led to grade inflation and a significant disconnect between student GPA’s and their actual performance on district-wide assessments, including the ACT. The middle school began full implementation in 2012 and the high school began full implementation in 2014. It has not always been a smooth road but we have changed the district’s conversations around student learning.

The first question we needed to answer was “What is the purpose of grading in West Branch Community School District?” The district task force wrote this response:

The purposes of standards based grading are to:

•Better communicate what each student knows and is able to do according to state/national content standards

•Separately assess the influence of positive and consistent work habits on student learning.

The second question, “How do we determine which standards should be used to represent each course?”

Priority Standards are chosen based on specific criteria (Larry Ainsworth):

• Endurance — Ask “Will this standard/skill provide students with knowledge that will endure throughout their academic career and/or professional life?”

• Leverage — Ask “Will this standard provide knowledge and skills that will be of value in multiple disciplines?”

• Readiness for the next level of learning — Ask “Will this standard provide students with essential knowledge and skills that are necessary for success in their next grade level?”

• High Stakes – Ask “Is the standard likely to be included on high stakes assessments (ex. state tests) that students will take?”

Over the last several years, adjustments have been made in priority standards as the teachers align their curriculum more closely to the standards.

Question number three, “How will we communicate student progress on standards?”

At the secondary level, we replaced all traditional grades with standard descriptors. (see graphic) Teachers use these standard descriptors in our grading software (PowerSchool) for each assignment. The assignment scores are combined for a final standard score for each standard. So, for a sixth grade math student, he will have up to five math “grades” on his report card - one per standard. At the high school level, these final standard scores are translated to a traditional grade scale. Students at the high school level do not see their traditional grades until the end of the grading period/semester when they receive a copy of their transcript along with the standard progress report.

Each year, the staff has used feedback from students, parents, and teachers to make adjustments to our grading policies. This feedback has led to changes and additions to our district grading practices and/or policy, for example:

• Students requested a uniform rubric template. This is now required for all teachers in grades 5-12 to use.

• Students in grades 6-12 have two weeks (10 school days) after receiving initial teacher feedback to reassess or redo an assignment.

• Students and staff asked for clarification on how to provide feedback re: important work ethic behaviors. We have now incorporated district process standards (Leadership & Collaboration, Engagement in Learning Process, Personal Work Accountability) which do not affect the academic grade but are included in quarterly progress reports. (see graphic)

Helpful Video Resources:

Doug Reeves: Toxic Grading Practices

Rick Wormeli: Standards Based Grading

Rick Wormeli: Defining Mastery

Rick Wormeli: Redos, Retakes and Do-Overs: Part One, Part Two

Ken O’Connor: Interview with “The Grade Doctor”

Ken O’Connor: Grading Effectively

Myron Dueck: Grading Smarter, Not Harder: Toothbrushes and Penalties