“Grading is one of a teacher’s greatest challenges and most important professional responsibilities. However, few teachers have any formal training on grading methods and most teachers have limited knowledge about the effectiveness of various grading practices (Stiggins, 1993, Brookhart, 2004). When teachers develop their grading policies, they typically reflect back on what they experienced as students and use strategies that they perceived to be fair, reasonable, and equitable (Guskey & Bailey, 2001).” -Thomas R. Gusky
Standards-Based, Standards-Referenced, Competency-Based Education are all phrases associated with grading and reporting practices, but how are these different from traditional grading and reporting practices? Shifting to an evidence-based grading and reporting approach allows schools to:
- support student learning
- determine students for intervention
- identify standards for reteaching
- report transparent grades
This session illustrates the differences between learning-oriented and traditional grading and reporting practices and how to transition to learning-oriented instructional, grading, and reporting practices.