12/1/23, 2:18 PM 3 Big Shifts for Standards-Based Grades

Log In

September 24, 2020 • 5 min

3 Big Shifts for Standards-Based

Grades

Matt Townsley Megan Knight

Try an emphasis on learning over earning when grading student work.

Try an emphasis on learning over earning when grading student work.

Show less

ASSESSMENT INSTRUCTIONAL STRATEGIES

Abstract

https://www.ascd.org/el/articles/3-big-shifts-for-standards-based-grades 1/12
12/1/23, 2:18 PM 3 Big Shifts for Standards-Based Grades

1. Communicate learning
rather than tasks.

2. Adopt a mastery mindset.

3. Repurpose homework to
encourage practice.

An Optimal Time to Make the

Shift

"My students spent two weeks on this project, so it should be worth a

lot of points."

"If Sammy had to take the test a second time, he must not have studied.
He does not deserve full credit on a second attempt."

"In the real world, there are no second chances."

"Students won't do the homework if we don't grade it."

These are phrases we have likely heard—or said—when discussing

student grades. Such beliefs about grades as compensation have been
the unquestioned norm for students, parents, and educators for well
over a century. In more recent years, educators have begun
emphasizing learning over earning when grading student work. This
was Megan's experience throughout her time as a secondary special
education and English/language arts teacher. In her fledgling years,

https://www.ascd.org/el/articles/3-big-shifts-for-standards-based-grades 2/12
12/1/23, 2:18 PM 3 Big Shifts for Standards-Based Grades

she viewed grades as compensation for hard work and high

achievement. However, she eventually transitioned to a standards-
based grading system that better communicated student learning.
Standards-based grade books encompass three big shifts.

1. Communicate learning rather than tasks.

In standards-based grading, teachers communicate learning in

relation to the course outcomes rather than by activity (homework,
quiz, project, essay, etc.). For many years, the default means of
communication has been points in the form of "14 out of 16 on Quiz
4.5." However, this does not tell students nor parents what they have
learned or need to improve upon. With standards-based grading,
teachers organize gradebook entries by learning outcomes (often called
"standards"), rather than tasks.

While teaching 8th grade English, Megan's professional learning

community originally graded from a points-based mindset. Student
summaries were graded as follows:

3 points (1 each) - Topic sentence includes text type, title,

and author

2 points - Topic sentence includes accurate central idea

3 points - Three accurate main ideas

1 point - Summary

https://www.ascd.org/el/articles/3-big-shifts-for-standards-based-grades 3/12
12/1/23, 2:18 PM 3 Big Shifts for Standards-Based Grades

TOTAL = 9 points

Within this system, the team realized that some students' verbose and
mediocre summaries earned nine points (100 percent), while others'
eloquent and concise summaries earned five points (55 percent)
because they failed to conform to the prescribed format. The points-
based system did not provide accurate feedback to determine a
student's level of understanding and plan appropriate next steps.

The team's 'aha' moment led the teachers to stop asking, "How many
points should this task be worth?" and start asking, "What does
proficiency look like for this skill?" The team considered a student
summary proficient if it was "objective, well-written, and included the
most important details from the text," rather than adhering to a
checklist of arbitrary requirements. This change made communication
much clearer between PLC members, students, and parents, as well as
teachers in other classrooms, because the focus shifted from points to
learning.

2. Adopt a mastery mindset.

In standards-based grading, teachers have a mastery mindset.

Classroom structures and routines such as scoring assessments are set
up to maximize student learning, regardless of when they learn it.
Classroom teachers think about learning as dynamic (written in
pencil) rather than static (written in ink) within a reporting period.

https://www.ascd.org/el/articles/3-big-shifts-for-standards-based-grades 4/12
12/1/23, 2:18 PM 3 Big Shifts for Standards-Based Grades

When students demonstrate a higher level of understanding using an

alternative form assessment, teachers revise marks in the grade book
accordingly (regardless of students' perceived 'motives' for
reassessing).

If a student demonstrates a weak understanding of citing textual

evidence on a research paper, her alternative assessment may involve
rewriting several paragraphs rather than reworking the entire essay. A
student in physical education class may digitally record himself
demonstrating a locomotor skill at home rather than doing it in person
again for the teacher.

One of us (Matt) used to teach high school math with the mindset of
"no second chances" and only occasionally provided extra credit to
students who requested it. After considering how well the gradebook
accurately communicated student learning, Matt allowed students to
complete an alternate assessment after completing a relearning plan. A
student's plan might include finishing any previously missed
homework assignments and practicing another set of problems
specifically prescribed to help her. Matt then erased previous levels of
learning and updated according to students' progress.

3. Repurpose homework to encourage practice.

In standards-based grading, teachers repurpose homework and checks

for understanding as ungraded practice. Students should have

https://www.ascd.org/el/articles/3-big-shifts-for-standards-based-grades 5/12
12/1/23, 2:18 PM 3 Big Shifts for Standards-Based Grades

opportunities to make and learn from mistakes, and teachers should

use this assessment information to drive instruction. Specifically,
students turning in practice-oriented homework assignments should
receive narrative feedback rather than points, with teachers
diagnosing mistakes and prescribing next steps.

As classroom teachers, both of us initially assigned points for every

assignment (regardless of its purpose). After shifting to standards-
based practices, homework and checks for understanding received
feedback instead of points, and students began to self-regulate their
learning.

In the example below, Matt's students indicated their perceived level of

understanding (in pencil) for each standard assessed immediately
following the completion of a mid-unit math quiz. Question numbers
aligned with each standard, and Matt provided feedback to the learner
(in red) the next day.

https://www.ascd.org/el/articles/3-big-shifts-for-standards-based-grades 6/12
12/1/23, 2:18 PM 3 Big Shifts for Standards-Based Grades

Rather than penalizing students who practice poorly, standards-based

grading uses homework and checks for understanding (such as
quizzes) to inform the student and teacher how to address learning
gaps. Students' excitement levels increased when quizzes were handed
back, because they knew they would be provided with feedback "as if
the test was today" to make improvements before the summative
learning demonstration.

An Optimal Time to Make the Shift

As school leaders reimagine education in the midst of a pandemic, now

is perhaps the most opportune time for teachers to shift their grading

https://www.ascd.org/el/articles/3-big-shifts-for-standards-based-grades 7/12
12/1/23, 2:18 PM 3 Big Shifts for Standards-Based Grades

practices. Remote and hybrid learning options have already led some
schools to provide pass/fail grades instead of letter grades and
percentages. With students learning independently, with caregivers, or
with tutors, it is increasingly important for teachers to communicate
students' strengths and weaknesses on specific skills; posting vague
assignment scores leave distance learners at a loss for how to improve
and teachers wondering which learning gaps they need to fill when
students return face-to-face.

In remote and hybrid environments, there are myriad reasons to

provide second chances on assessments and to give feedback instead of
a grade for practice work, since students vary in their learning styles,
self-regulation abilities, adult support, access to the Internet and other
resources, and expectations for at-home responsibilities. Regardless of
how the rest of the year unfolds, these three shifts for standards-based
grades are valuable.

Matt Townsley is an assistant professor of educational leadership

at the University of Northern Iowa in Cedar Falls, Iowa. He is a co-
author of Making Grades Matter: Secondary Standards-Based
Grading in a Professional Learning Community at Work (Solution…

https://www.ascd.org/el/articles/3-big-shifts-for-standards-based-grades 8/12
12/1/23, 2:18 PM 3 Big Shifts for Standards-Based Grades

Learn More

Megan Knight is an adjunct instructor in the School of Education

at Upper Iowa University and a secondary instructional coach for
North Scott Community School District in Eldridge, Iowa.

Learn More

ASCD is a community dedicated to educators' professional

growth and well-being.

Let us help you put your vision into action.

Discover ASCD's Professional Learning Services

Related Articles View all

https://www.ascd.org/el/articles/3-big-shifts-for-standards-based-grades 9/12