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 relations to pre-established 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.

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 a more proficient performance later in the course, resulting in a lower overall grade that 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.

• Does not inform students where they are in the learning process and what they still need to learn to be proficient

• Emphasizes collection of points vs. learning

• Often includes considerations outside of content--extra credit, participation, behaviors

• Does not provide specific, meaningful information to parents

• Treats practice and performance the same (e.g. homework)