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Although designed with best intentions to motivate students and communicate student achievement as students progress through school, our A–F grading system is undermining the very core purpose of our education system: student learning.
There are several weaknesses in this grading system: First, it is not a reliable indicator of achievement, often misleading parents into believing that their children are making progress toward college and career readiness. Second, it allows students to advance without fully mastering skills, creating a problem of “swiss cheese achievement.” Finally, it is an ineffective tool for motivating students.
- from Chris Sturgis , "Progress and Proficiency: Redesigning Grading for Competency Education"
"One of the fundamental things you look for in a grading policy is the elimination of 'D' and 'F.' You simply can’t give credit for less than a minimum level of proficiency. There is no reason to report it other than as 'Not Yet Proficient.'" – Rose Colby , Competency-Based Learning and Assessment Specialist
What is Mastery Based Grading?
What is Mastery Based Grading?
It is a system of grading students based on their demonstrated level of mastery of concepts and standards, rather than just calculating an average based on the total number of “points” they earn in a semester. It measures demonstrated student learning, not speed of learning.
We no longer place the summative assessment on the last day and start filling the gaps in between.
Why Mastery Based Grading?
Why Mastery Based Grading?
Mastery Grading gives students and parents specific feedback about what skills they have and have not learned. It is information that can be used to direct learning and growth. The teacher does not just average a student’s mastery scores, but instead assesses the student’s level of mastery based on the evidence collected. For example, if a student earns evidence scores of 1, 1, 2 and 4 in a particular essential skill, the teacher may assign them a “4” if they feel that the student has mastered the concept – and the student is not penalized for taking longer to achieve mastery.
Example:
Traditional System: “Your son has a B because he has earned 486 of the 586 points possible in the course.”
Mastery-Based Grading System: “Your son has a B because he has demonstrated mastery of essential skills 1, 2 and 4, but he has not yet demonstrated mastery of skill #3.”
Isn’t Mastery-Based Grading subjective?
Isn’t Mastery-Based Grading subjective?
Yes, as are all forms of grading. Mastery-Based Grading is transparently subjective, whereas in traditional systems of grading, the subjectivity is masked by the "average.”
Example:
Traditional System: Teacher says, “You can’t argue with the math! You earned 68 out of 80 points. That’s an 85%, so you get a B”.
Hidden subjectivity: Why was this assignment/assessment worth 80 points? Were there 80 questions? Were some questions weighted more than others? If so, why? Were any questions thrown out? Was there a curve? If so, why? Were all classes curved at the same number? If so, then should my child’s grade really be determined by what other children’s scores are? If not, then why not? Are there different expectations of learning for each class? Were the standards of the assignment aligned with the standards of the same class, but taught by a different teacher?
Mastery-Based Grading System: Teacher says, “Based on my expertise in this subject and the rubric that has been provided to you, the evidence you have given me demonstrates a level 3 mastery, which corresponds to a B.”
How could gradebooks and categories change?
How could gradebooks and categories change?
Now your categories could represent student skill mastery as opposed to the "type" of work. Instead of having a conversation about how a student "doesn't do homework" or "struggles on quizzes," teachers may discuss how a student needs support in "Reading & Analyzing Texts" but has shown growth in Vocabulary Development.
Created and maintained by:
Created and maintained by:
David Batch
Assistant Principal, Vinal THS
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