Jennifer's post regarding the implementation of standards based grading truly resonated with me this week. You see, standards based grading is the new grading approach sweeping the nation and prompting an educational culture overhaul. The implementation of standards based grading does not come without challenges. My daughter and I personally experienced the challenges of changing the grading culture to standards based. Therefore, I would like to share our experience with you and provide a resource which considers the challenges of changing the grading culture within our school systems.
While my daughter was taking Math II during her Freshman year, the Math department decided to implement standards based grading. The idea was that each student would be evaluated on their ability to master state Math II standards using a rubric as an evaluation tool. Questions on the math test were associated with a specific standard. The idea was that students would be able to identify their strengths and weaknesses as it relates to a particular concept. Additionally, teachers are able to provide more accurate and personable feedback about their mastery level.
While I completely understood the advantages of utilizing this grading method, very little thought about the implementation of standards based grading had occurred. When my daughter received her first test back, I was troubled by the MATH II grading rubric. There was no concise description of what constituted a four, three, two, or one. Furthermore, the school used a percentage grading system rather than standards based. Therefore all grades had to be converted into a percentage grade. This was not a simple task due to the considerable amount of subjectivity and inequalities among how teachers graded. We discovered that my daughter's teacher graded the tests more strictly than the other math teachers. Where was the equity in the evaluation tool?
Jasmine Kullar (2015) blogged about the implementation challenges in standards based grading. She identifies difficulties in converting a standards based grade to the traditional percentage scale and separating behavior from academics as significant challenges. She suggests that to effectively implement standards based grading one must abolish the traditional percentage grading system and determine how to report life skills. Based upon my experience, I would agree with her. But is the educational community ready for that?
Implementing a standards based grading system while the traditional percentage system is in place is not practical since college acceptance is determined by GPA's and life skills. Furthermore, one should consider the basic grading assumptions of students and parents before implementing this grading cultural change. As educators we must consider the impact of such cultural changes prior to implementing a standards based grading system to ensure equity is preserved in education.
References:
Kullar, J., (2015). BLOG POST: Implementation challenges of Standards Based Grading. Retrieved from http://www.solution-tree.com/blog/implementation-challenges-of-standards-based-grading/
Tammy, I once interviewed at a college n NY that provided UG education - all P/F. Fully accredited, just PF degrees. Students loved this approach as EVERY course was individualized to meet that student's needs - imagine that from the instructor's perspective. Courses themselves were designed to meet the career needs of the specific student, so..every course was independent study.....and P/F. All was well until those same students decided to apply for grad school elsewhere and they had no GPAs...Faculty then had to return to each assignment the student had submitted as part of their contract and give each one a grade.....
ReplyDeleteI am not sure we are ready for standards-based learning...until we have clearly thought through all of the ramifications. . . .
Yes, Dr. Duggan I agree.
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