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Weve offered the Raleigh community

As a result [of standards-based grading] stu-

dents like assessment, students like the pro-
cess. The know which skills they need to im-
prove (because we track them separately), they
know how they can improve them. -How to
Grade for Learning
Students who aim for mastery goals tend to
challenge themselves to apply what they learn,
to regard mistakes as inevitable, and to capital-
ize on errors as important sources of feedback.
They expect to receive feedback on how well
they are doing and how to improve. They find
learning activities meaningful and strive to get
the maximum benefits from them. They judge
their progress against targeted criteria, not
against the process of others. -Learning
Targets: Helping Students Aim for Under-
standing in Today's Lesson.

The 4.0 scale will be converted to a
letter grade using the grading scale
shown below.
A: 3.75-4.00
A-: 3.50-3.74
B+: 3.25-3.49
B: 3.00-3.24
B-: 2.75-2.99
C+: 2.50-2.74
C: 2.00-2.49
C-: 1.75-1.99
D+: 1.50-1.74
D: 1.25-1.49
D-: 1.00-1.24
E: 0.00-0.99

Mindsets are beliefsbeliefs about yourself
and your most basic qualities. Think about
your intelligence, your talents, your person-
ality. Are these qualities simply fixed traits,
carved in stone and thats that? Or are they
things you can cultivate throughout your
People with a fixed mindset believe that
their traits are just givens. They have a cer-
tain amount of brains and talent and nothing
can change that. If they have a lot, theyre
all set, but if they dont... So people in this
mindset worry about their traits and how
adequate they are. They have something to
prove to themselves and others.
People with a growth mindset, on the other
hand, see their qualities as things that can
be developed through their dedication and
effort. Sure theyre happy if theyre brainy or
talented, but thats just the starting point.
They understand that no one has ever ac-
complished great thingsnot Mozart, Dar-
win, or Michael Jordanwithout years of
passionate practice and learning.
The purpose of standards-based grading is to
raise student achievement by clearly communi-
cating a students progress toward learning out-
Learning outcomes are clearly communicated to
students throughout instruction in the form of
learning targets. Parents and students will be
able to clearly see which learning outcomes have
been mastered and which ones may require ad-
ditional instruction. Conversations about grading
should change from Did you complete your as-
signment? to Tell me your understanding of this
Of all the aspects of our education system, non
seem more impervious to change than grading
and reporting. Changing long held traditions can
be a difficult and lengthy process.
This system will still translate to a letter grade
and will report out letter grades in order to calcu-
late GPAs on report cards and transcripts.

At its core, standards-based grading is a sys-
tem where teachers report scores based on
a students academic achievement in relation
to the state standards. The purpose is to
increase student achievement by clearly
communicating a students progress toward
learning outcomes in a timely, accurate, fair
and specific manner.
Standards-based grading differs from tradi-
tional grading in many ways...
Traditional Grading
Take an accumulation
of the points earned
throughout a grading
period, including prac-
tice work.
Includes subjective
factors such as effort,
attitude and attend-
ance into a final grade.
How many points to I
need to get an A?
Provides time for stu-
dents to practice con-
cepts and make mis-
takes by grading on re-
cent scores after a stu-
dent has had time to
master a concept.
Values effort and attitude
but reports a students
achievement toward
standards only.
A student is given multi-
ple opportunities to
demonstrate proficiency
toward a standard in any
given grading period.
What skills do I still
need to learn?
My response shows I understand
the content/skills completely
and can explain them in detail.
Can teach someone else. Above
and beyond the standard. Uses
new learning in unfamiliar situ-
ations. Checks reasonableness at
various points and/or changes
methods/applies shortcuts.

At Standard

My response shows I understand
the important things about the
content/skills. Can help some-
one find mistakes in their work.
Meets the standard. Can suc-
cessfully "Make one up and do
it. Strong connection to prior
experience. Can use skill out-
side the classroom (in another
class/life). Completes basic and
intermediate problems.

My response shows I have a
general understanding of the
content/skills, but Im also con-
fused about some important
parts. More work to do to meet
this standard. Makes attempts
to identify pattern or structure.
Attempts to select efficient
method or shortcut. Completes
basic problems.

My response shows I do not
understand the concept/skills.
Needs to work with teacher to
meet this standard. Shows little
to no evidence of making con-
nections to prior experiences.
Struggle to complete basic prob-
lems. Dont know where to
No Evidence

I have not provided evidence to
show my level of understanding.