In my sophomore year, we switched from the normal grading scale to the standard-based grading scale. I remember walking into class and learning that we were going to be using this grading system. I thought it wasn’t going to be that bad, but as the year went on, I realized how much I wished we would switch back. We are still using standard-based grading (and will probably use it for years to come). As someone who strives to get good grades and works to do her best in every class, standard-based grading has been difficult for me. Standard-based grading is not beneficial because it does not provide an accurate scale, has a very narrow focus, does not prepare students for college, and lacks personalized feedback.
Standard-based grading seems like a good idea in theory, but in practice, it is difficult to convince parents and students that it's about learning and not about grades.
What is Standard Based Grading?
Standard-based grading focuses on assessing a student’s mastery of specific learning targets and skills rather than assigning an overall letter-based grade based on their performance throughout the course. Teachers use rubrics to assess how well students understand and demonstrate specific skills or standards. The standards are based on set state standards. Here at North Scott, our standard-based grading is based on the following scale:
0 - No evidence
5 - Initial
7.5 - Developing
9 - Competent
10 - Sophisticated
If you convert this scale to letter grades, it would be as follows:
0 - 0%, an F
5 - 50%, an F
7.5 - 75%, a C
9 - 90%, an A-
10- 100%, an A or A+
Inaccurate Scale
The above scale is inaccurate in evaluating how well a student understands something. Let's say you were to receive a 9 on all your standards. That means you are competent and have the knowledge or skills to do something accurately. However, since you got all 9s, your overall letter grade would be 90%. An A-. How is it that you have the necessary knowledge and skills to do something correctly but you still receive an A-? At North Scott, an A- affects your GPA, so for those students who are striving for perfect grades and a 4.0, this standard-based grading system is going to ruin them. It’s a confusing scale that makes it hard for students to evaluate where they are in the class. After surveying students here at North Scott about standard-based grading, I found that many students feel as though the scale is unfair. Many students said they wish there was a number between 7.5 and 9 because of how drastic the difference is between them. They said there should be a number that converts to a B, such as an 8.
One student said “[i]t's ridiculous. What counts as a '5' skill, '7.5' skill, and so on doesn't always match what students find more or less difficult. It doesn't even feel like a true reflection of our learned knowledge, since messing up on one question could bump you down a whole number, even if you got the rest of the questions for that level correct.”
It’s true; in some classes, if you miss one or two questions, it could bump your grade down from a 9 or 10 to a 7.5. One question should not be the defining factor. The grading scale of 0-100% is much more effective because it allows students to see more specifically where they fall and is much more descriptive of how well a student is doing in a class.
Narrowed Focus
Standard-based grading typically focuses on specific, rigid criteria. The standards are mostly set in stone, so there is no room for error. Many teachers believe that standard-based grading offers “more tailored feedback to students by showing them what specific skills they need to improve upon using a rubric,” according to Varsha Sripadham, a journalist for the M-A Chronicle. However, standard-based grading may focus too much on specific skills or knowledge, so they end up leaving out important aspects such as creativity, critical thinking, or the ability to apply concepts in real-world situations.
As I surveyed standard-based grading for teachers, I found that some teachers here at North Scott believe we are “moving towards very rigid standard guidelines that must be followed by everyone regardless of their subject area.” This teacher says that since all classes are following standard-based grading, it creates more rigid guidelines for teachers and they must follow them. Standard-based grading doesn’t make sense in some classes as well, such as strength training, music, or art. It can also be challenging for teachers to compare a student’s performance across different subjects because of the narrow-focused standards. Not all teachers assess standards the same way, so it could lead to inconsistent and unfair grades.
Unprepared For College
One major thing that students and teachers don’t like about standard-based grading here at North Scott is the fact that it doesn’t consider homework and practice work. This means that only the assessments count toward a student’s final grade. Many students don’t do their practice work but still end with a good grade—what about the other students who are putting in more effort and getting the same grade as a student who didn’t? Also, why should a student taking easier classes have the same GPA as someone who is taking all college-level classes? It doesn’t make sense. By students only focusing on tests, they don’t build up the skills and knowledge they need. Many students just memorize what they need to know and don’t retain the knowledge and understanding. However, in college, almost all assignments and tests count towards your final grade. You have to pay attention, you have to take notes, and you have to do your homework. You can’t get away with not doing your work. You can’t just wait until the last moment and cram everything like you can in high school. Grading systems in college are more strict; we need to prepare students for the harsh realities of college.
Additionally, if a teacher has you assess standards multiple times throughout a class, typically your grade is replaced by your most recent score. That means if you got a 10 the first time but a 7.5 the second, you may end up with a 7.5 instead of a 10. Some teachers will allow you to retake tests at the end of the semester as your final, but that’s not going to be the case in college. It’s a one-and-done test. No retakes.
Lack of Personalized Feedback
Standard-based grading focuses on a student’s mastery of specific knowledge or skills. Due to these predetermined standards, it can often lack the personal feedback that students need. The feedback instead is more focused on the student's performance of the standard(s). Students need feedback on what they are doing well and what they need to improve upon; teachers should address a student’s unique learning style and how they approach learning. Feedback on standard-based grading can also lack insight into a student's overall growth or effort throughout the learning process. It doesn’t consider the student's strengths and weaknesses, which can lead to feedback on assignments and tests being more mechanical than meaningful. All students learn differently and may require different learning needs than others, but standard-based grading takes that away. Standard-based grading takes more of a one-size-fits-all approach, meaning that these standards may not align with each student's pace, interests, or learning style. This can cause students to struggle and feedback will feel more impersonal. The feedback students receive will not be tailored to what they need.
Student’s Views on Standard-Based Grading
After surveying the students here at North Scott, I found many interesting results. Out of the 140 students who answered the survey, I found that over half of the students, 53.6%, do not like standards-based grading. 22.1% said they do like it, and 24.3% said they do not care. Additionally, over half of the students believe that standard-based grading is hurting them and would like to eliminate it. Many students agreed that it does not prepare them for college and the grading scale is inaccurate and affects their overall grades. Over half of the students agree that it has helped them to get better grades because teachers only grade assessments and tests. Homework has little to no effect on your grade, which a few students mentioned they do not like.
One student stated, “I don’t think it’s preparing anyone who plans to attend college. People can get away with never getting their work turned in. It’s just not realistic.”
Additionally, another said that “[s]tandards based grading makes it easier to pass classes with higher grades but is not as reflective of student progress or class grade.”
One of our English department teachers said that they have noticed that students’ grades have increased in their standard-based classes. However, while it may help students to get better grades, it does not represent a student’s progress in the class or the work they have put in. Overall, students here at North Scott are not huge fans of standards-based grading.
Teacher’s Views on Standard-Based Grading
Teachers’ viewpoints on standard-based grading were similar in some aspects to the students, but some were different. Of the 18 teachers who answered, 44.4% of them do not like standards-based grading. 38.9% said they were neutral, and 16.7% said they liked it.
The answers to two of my questions stood out to me as well. One question I asked was “Do you believe standard-based grading better reflects student learning than traditional grading?” 66.7% of teachers said no, while 33.3% said yes.
The next question that stood out to me was “Do you believe standard-based grading helps improve a student's understanding?” 61.1% of teachers said no, and the other 38.9% said yes. Many of our teachers have strong opinions about standards-based grading, with some of them believing that it can be beneficial IF the teachers and students do it correctly. More often than not, standard-based grading can fall short and lead to difficulties. One teacher believes, “...there is an over-obsession with testing/assessment in the USA. I think we need to focus more on learning and less on assessment. In other words, more time teaching and less time testing.” Standard-based grading can lead to an obsession with tests and assessments and cause students to only care about the upcoming tests.
Standard-based grading tells students that it’s okay to turn in sub-par work as long as the standard being assessed is met. A few other teachers expressed concerns about how not requiring practice work does not prepare students for life after high school. College grading is different, so why should our grading system be completely different? Moreover, practice work is very important and helps students to improve their skills and understanding.
Students are taking advantage of standard-based grading and not doing their practice work because it doesn’t count toward their final grade. Students memorize what they need to know but they never become truly competent in that standard. Additionally, many teachers think that the concept of retakes can be beneficial; however, one teacher states, “[l]etting students retake to learn is a good concept but most students take advantage of that and don't even bother studying or trying until it counts and I think that has put us behind in our teaching and student learning.” If students are only concerned about summative assessments and don’t put in the extra effort, then they should not be allowed a retake. However, if a student does put in the time and effort but struggles on the assessment, then they should get a retake.
Overall, there are many mixed emotions about standard-based grading, which is to be expected. It has many benefits but also many difficulties and disadvantages. It’s up to you to determine your own opinion.
The views represented in this article do not necessarily reflect the views of The Lance. We welcome opinion pieces from all students.
