Standards Based Grading

The basic idea behind standards-based grading is that the goal of school is learning, not merely completing work. To this end, what matters most in the gradebook is not completing worksheets or homework, but demonstrating understanding of mathematics.

The gradebook is set up with a list of priority standards. These are the learning goals for each student for the semester. Every time a student completes a project or takes an assessment, I will enter that assignment in the gradebook, but I will also update the grade for the standard that assignment falls under. For example, if we do a project where students have to use both linear equations and facts about triangles, both the Linear Equations standard and Triangles standard in the gradebook will be updated.

Another important feature of standards-based grading is that the gradebook remains open until the end of the semester. If a student fails to meet a standard early on, we don't give up on them. We expect them to figure out what they need to learn, then study or get tutoring, and then come back to the teacher and show their proficiency on that standard.

Homework and Practice

Practice is important, so I will assign classwork and homework. However, homework will not be a significant part of the grade. If a student can show proficiency without completing homework, I don't regard it as important that they complete the assignments. It is when a student wishes to retake an assessment or otherwise show proficiency on a standard that homework become important. If a student wants to retake an assessment, they have to show me that they have practiced and studied, and that they are ready to retake the assessment with a good chance of success. In order to show that they are ready, they have to complete the homework or practice problems relevant to that standard before they are eligible for the retake.

The table below shows the grading scale we use at iDEA, along with the equivalent values for GPA.