I use Concept-based Grading for Geometry and Algebra 2. If you are unfamiliar with concept-based grading, the essential difference is that instead of grouping the material by textbook chapters for tests and quizzes, I divide the material by mathematical concepts. This means that we consider much smaller chunks of material which allows us to be much more specific about our assessments.
The reason for using concept-based grading can be seen in answering the question “What does a grade represent?” The traditional chapter quiz and test strategy tells us whether Johnny knew this material on March 10th when the test was given. Concept-based grading tells us if Johnny knows the material.
Concept-based grading provides the following advantages:
Students have multiple opportunities to demonstrate mastery of a concept over a period of time, allowing them to raise their grades.
Missed assessments need not be made up.
Strengths and weaknesses of individual students and the class as a whole can be easily identified and easily remediated, if needed.
Less test anxiety.
More time to process the material.
More time for focused remediation.
For more information on Concept-based grading, you can click on the link below to my presentation that I made at the 2015 Idaho Elementary and Secondary Education Act (No Child Left Behind) Conference.
To see the details of how Concept-based grading manifests itself in my classes, please click on the “Grading Policy” links to the left under the specific course pages.