Standards Based Grading

The Kindergarten team at Tres Volcanes uses a Standards Based Grading System to determine how students are progressing towards end of year learning targets.  These learning targets are based on:

•  Common Core State Standards

• New Mexico Learning Standards

• NGSS Learning Standards 

• WIDA English language development standards

3V Quarterly Learning Goals can be found HERE 

Links to all Content Standards can be found HERE 

Below you will find more information about what standards based grading is, 

and how it is different than letter grading (A-F).

What is standards-based grading?

 Standards-based grading communicates how students are performing on a set of clearly defined learning targets called standards. The purpose of standards-based grading is to identify what a student knows, or is able to do, in relation to pre-establish learning targets, as opposed to simply averaging grades/scores over the course of a grading period, which can mask what a student has learned, or not learned, in a specific course. 

How does standards-based grading differ from traditional grading? 

Unlike with traditional grading systems, a standards-based grading system measures a student’s mastery of grade-level standards by prioritizing the most recent, consistent level of performance. Thus a student who may have struggled at the beginning of a course, when first encountering new material, may still be able to demonstrate mastery of key content/concepts by the end of a grading period. In a traditional grading system, a student’s performance for an entire quarter is averaged together. Early quiz scores that were low would be averaged together with more proficient performance later in the course, resulting in a lower overall grade than current performance indicates. Standards-based report cards separate academic performance from work habits and behavior in order to provide parents a more accurate view of a student’s progress in both academic and behavioral areas. Variables such as effort, participation, timeliness, cooperation, attitude and attendance are reported separately, not as an indicator of a student’s academic performance. 

How are my child’s marks determined? 

A student’s performance on a series of assessments (both formative and summative) will be used to determine a student’s overall grade in a course. Practice assignments (homework) are just that, practice, and thus should serve primarily as a source of feedback and instructional support for both students and teachers. Scores on practice assignments should not be used as a major component of a student’s academic grade. Teachers may require students to complete all of their practice work prior to allowing them to take, or retake, an assessment.

What will each of the numbers in the 4 point scale represent?

 A score of (4) would indicate that a student exceeds a standard by consistently demonstrating an advanced level of understanding and/or the ability to apply their knowledge at a higher level. A score of (3) would indicate that a student has independently achieved the standard. The student demonstrates mastery of the standard. A score of (2) would indicate that a student is developing an understanding of a standard, but still may be in need of additional instruction and/or support. A score of (1) would indicate minimal understanding of a standard. The student shows limited evidence of understanding the standard. 

How should a student/parent view student grades now that the system of A-F has been replaced by a 4 point scale? 

What is considered to be an A in the new grading system? You cannot really compare a traditional grading system to standards-based grading. It is like comparing “apples to oranges”. Standards-based grading identifies a standard and indicates whether or not a student is meeting the standard at a given point in the school year. A score of (3) is defined as meeting grade level standards and indicates that a student has demonstrated mastery of the skills that were expected to be learned by that point in the grading period. 

Is it possible to achieve a grade of 4? 

Yes it is. However, a score of (4) indicates performance that is consistently above what is expected for mastery at that point in the school year. Level 4 work would indicate a much deeper understanding of a standard, the ability to apply that knowledge, make connections and extend learning beyond the targeted goal.

 If a student is being accelerated in any grade level/subject area with above grade level standards or materials, is that student required to get a 4 on his report card? 

By definition, level 4 work reflects higher order thinking, application, connection and extension of targeted goals. While being instructed above grade level is not required in order to achieve a (4), students who are taught above grade level have consistently shown mastery of a subject at their current grade level. Achieving a (4) does not preclude a teacher from suggesting areas for improvement in the comment section of the report card. Receiving a (4) does not guarantee that a students’ performance would remain at that level across all reporting periods, or for all course standards. 

If a student receives 1’s all year, does that mean the student will be retained?

Intervention classes are in place at Jack Young Middle School to support learners who are behind in math and reading. If a student receives 1’s or 2’s, it means his/her work is not yet meeting grade level standards. A number of academic interventions will be offered to those students who are struggling to meet the established standards. Grade level retention is not a practice that is generally supported by research. How will I know if my child needs help? Receiving a 1, 2, * or IE (insufficient evidence) on a grade report/report card can be a sign that a student is in need of extra support in the areas where they are receiving low marks. This is one benefit of a standards-based report card, areas in need of support are clearly evident.