Standards-Based Grading

What is standards-based grading (SBG)?

Standards-based reporting is a grading system in which students’ achievement and progress in school are evaluated based on proficiency in meeting clearly articulated learning standards.  A standards-based report card accurately communicates what students have learned and are able to do in regard to the standard. Instead of relying on percentages, SBG offers information on students' proficiency on standards, strengths, areas for improvement, and progress over time. This holistic view supports effective communication between teachers, students, and parents, facilitating informed discussions about student learning.

Why is the district using standards-based grading (SBG)? 

The goal of Naperville Community Unit School District 203 is to improve student learning by reporting grades that are accurate, consistent, meaningful, and supportive of learning. Standards-based grading is aligned with these goals and will provide the best grading system to achieve these goals. 

• Accurate:​ By basing a student’s grade on academic factors, the teacher creates a clear picture of what the student has learned. 

• Consistent Communication:​ For each unit of study, the teacher provides proficiency scales and/or rubrics that describe exactly what the student needs to know and do. Proficiency scales and rubrics establish expectations for learning at the beginning of a unit and are used throughout the unit to assess proficiency. 

• Meaningful Feedback: ​A meaningful grade is one that communicates what learning has taken place. Instead of receiving a single grade for an assignment or assessment, students receive feedback related to the designated proficiency scale/rubric for a summative piece of evidence.

• Supportive of Learning:​ A standards-based approach supports learning by focusing on outcomes and components that have or have not been learned rather than the accumulation of points. 

What is formative evidence?

Formative work helps students learn and practice towards proficiency of the standards, while also providing teachers with information to guide instruction and provide feedback to students.  Formative work does not require a proficiency scale or rubric. When entering formative evidence in Infinite Campus, teachers will use the the language Complete (equates to 4/4 full credit), Partial (equates to 2/4 half credit), and Missing (equates to 0/4 no credit).  No points are actually entered, but the values within IC correlate to the language which is used to determine the overall formative performance and is 10% of a student's overall grade.

Timely completion of formative evidence is required for any summative assessment reassessment.  Students who do not submit evidence will receive a “Missing” (M) flag indicating student evidence has not been turned in, and the comments section includes a date by which students can still submit. At the end of the unit missing formative and summative work will be recorded as a 0 which indicates that no attempt was made to complete the work. 

What is considered Summative Evidence?  (Assessments vs. Assignments)

Summative work is evidence “of” learning and it documents a current level of proficiency. All summative work is combined for 90% of a student's overall grade.

Summative assignments: 

• Work gathered towards a portion of the learning standard(s)

• May require less time to demonstrate proficiency

• May or may not be eligible for reassessment at the discretion of the teacher 

Summative assessments:

• Work gathered towards proficiency of a learning standards

• May be eligible for reassessment opportunities, but ONLY if all formative work has been completed prior to assessment date/submission. 

• Work that has received ongoing feedback is considered evidence that has undergone continuous reassessment (or revision) and therefore, reassessment on the final product is allowed at the teacher's discretion.

What are the proficiency levels and what do they mean?

In a standards-based reporting system, proficiency levels are used to describe student performance towards the reporting standards. The scores on the scale represent a learning continuum in which each level builds on the others and explains the learning students have to demonstrate in order to receive that score. Students must demonstrate proficiency as they move up the scale. Half scores: 3.5, 2.5, and 1.5 may also be used.  Below are generic descriptors for each of the five main levels:

• 4 - Exemplary

Student demonstrates knowledge of complex content and can make in-depth inferences and applications that go beyond Secure.

• 3 - Secure: 

Student demonstrates proficiency of the standard. This level includes the essential skills, content, and processes for the learning standard.

• 2 - Approaching: 

Student understands foundational knowledge for mastering the standard. This is the vocabulary and prerequisite skills necessary for mastering the level 3 content. 

• 1 -  Beginning

Student requires support to understand foundational content. With help, partial success with level 2 and/or level 3 content

• 0 - No Evidence of Understanding/Missing Evidence

Student is unable to demonstrate knowledge or skill, even with support.

NOTE: Anytime you see a % symbol in IC, please disregard. Percentages as grades are no longer in use, but for some reason, the symbol in IC cannot be removed without students/families losing access to important grade calculations.