What is standards Based Grading?
Traditionally teachers focus on teaching, the attempt to deliver knowledge. In SBG they also measure student learning, to understand the effectiveness of instruction. Instead of a single overall grade, SBG breaks down the subject matter into smaller “learning targets.” Each target is a teachable concept that students should master by the end of the course. Throughout the term, student learning on each target is recorded. Teachers track student progress, give appropriate feedback, and adapt instruction to meet student needs.
Traditional grading and SBG also use different grading scales. In traditional grading, students are primarily measured by the percentage of work successfully completed. The assumption is that higher completion rates reflect greater mastery, and earn higher grades. Often 90% achieves an A, 80% a B, etc.
In SBG, grading is based on demonstration of mastery. Students attempt standards-aligned activities (projects, worksheets, quizzes, essays, presentations, etc.). Teachers assess the student output and choose the appropriate mastery level that was demonstrated.
Typical scales are 1-4 and reflect students’ increasing skill. 1's indicate that students have little understanding of a concept, and consequently cannot demonstrate any mastery. When starting a new target, many students have no prior knowledge, and begin at 1. As students learn, they can demonstrate partial mastery, and score 2. Once they meet a target, they score 3. Typically 4's are used for students who exceed targets.
Traditional grading and SBG also use different grading scales. In traditional grading, students are primarily measured by the percentage of work successfully completed. The assumption is that higher completion rates reflect greater mastery, and earn higher grades. Often 90% achieves an A, 80% a B, etc.
In SBG, grading is based on demonstration of mastery. Students attempt standards-aligned activities (projects, worksheets, quizzes, essays, presentations, etc.). Teachers assess the student output and choose the appropriate mastery level that was demonstrated.
Typical scales are 1-4 and reflect students’ increasing skill. 1's indicate that students have little understanding of a concept, and consequently cannot demonstrate any mastery. When starting a new target, many students have no prior knowledge, and begin at 1. As students learn, they can demonstrate partial mastery, and score 2. Once they meet a target, they score 3. Typically 4's are used for students who exceed targets.