Standards-based grading (SBG) is an innovative grading system that directly measures and reports student mastery of specific learning standards, rather than providing a single cumulative grade for an entire subject. Unlike the traditional A-F grading scale, SBG focuses on assessing students based on their progress in mastering individual standards.
With increasing adoption in American schools, many districts are transitioning from traditional grading to SBG. But is it the right approach for student learning? Below, we explore five reasons why standards-based grading can enhance education and five challenges that may hinder its success.
5 Reasons Standards-Based Grading Can Improve Learning
1. Improved feedback
A standards-based report card offers far more insight than a traditional report card. For example, a traditional report card entry might convey a students’ writing grade (lumped in with the rest of the academic subject) like this:
| English | B+ |
A standards-based report card, however, might convey the same thought in this way:
| I can demonstrate command of the conventions of standard English. | 3 (Proficient) |
| I can use technology to produce and publish writing with the support of an adult. | 4 (Advanced) |
| I can conduct research to build and present knowledge. | 2 (Approaching) |
| I can compose pieces of writing for a variety of genres. | 3 (Proficient) |
This way of presenting information to the student and the parent can be incredibly helpful in understanding which specific areas have been mastered and which specific areas need additional work.
2. More accurate depiction of student learning
One essential aspect of a standards-based report card is that it separates non-academic behavior grades from academic standard grades. If a student’s primary problem is they don’t turn in their homework, a standards-based report card will be able to show that separately from their mastery of the academic standards. In a traditional report card, this non-academic issue will likely manifest itself in the grade for the subject. This can make grades meaningless. If a student receives a C in health, is it because their mastery of the content is in an average range? Is it because they are a brilliant student who rarely turns in homework? Is it because they are a low-performing student who tries incredibly hard? The answers to these questions would likely be more easily discoverable in a standards-based system.
3. Reduced test anxiety
Test anxiety is a problem that many students deal with and it can result in reported grades not being an accurate picture of their actual content mastery. There is research that shows SBG can reduce students’ test anxiety, which can increase student achievement. One reason this is the case is the decreased reliance on a single assessment to show a student’s abilities. Without so much pressure being placed on a single test, a student can find solace in the fact that their actual abilities will become apparent throughout multiple assignments.
4. Increased student engagement
SBG is all about intrinsic motivation. This type of motivation involves doing something because you believe in doing it, because it’s enjoyable, or because it’s interesting. It is the opposite of extrinsic motivation, which is often based on doing something for a reward. SBG empowers students to see where and how they can improve, and provides them with a pathway to mastery.
5. Stronger standards-based teaching practices
A common phrase in the world of management is “What gets measured gets managed.” Well, if we want teachers to teach the standards (which, by law, is what they’re supposed to do), then we should measure the impacts in that way. SBG is built directly upon the standards, so there is no mistaking how students are performing in relation to them. If it becomes clear that students aren’t mastering a specific standard, then that data can inform a teacher’s instructional decision-making moving forward.
5 Reasons It Might Not
1. Incompatibility with other system components
SBG does not always fit perfectly into the existing education system within a school. District leaders have to decide how they will handle things like incoming transfer students from non-SBG schools or athletic eligibility requirements. Students might struggle with the disappearance of GPA and issues with college applications. These are some of the reasons that SBG is less often implemented at the secondary level than it is in elementary.
2. Lack of parent acceptance
The thing about education is, everybody has experience in it. Everyone knows how it’s “supposed” to look. So when you start making major changes to the system that make it look different than it did when the parents were enrolled, then there is often pushback. While SBG has been embraced by many communities, others have pushed back. These vocal groups raise concerns over the appropriateness of the system in their local district and how the change might affect their children’s education. It’s important to get out ahead of this with information geared specifically to parents.
3. Lack of staff buy-in
Winning over those who will be implementing the new system is essential to the success of the initiative. An unhappy staff will cause the downfall of the whole system. This is why it’s essential to have all stakeholders involved as early in the process as possible. They need to be involved in the decision-making and they need to KNOW they are involved in the decision-making. And communication of the changes must be frequent and transparent. Everyone needs to know that this system is well thought-out and that nothing is being hidden from them.
4. Insufficient professional development
A switch to SBG involves everyone, and they all need to be provided with the proper training to fully understand and explore the new system. This includes opportunities to collaborate with team members to full work through all of the kinks in the system. Without the necessary time, the initiative will not succeed. Time and high quality training materials must be prioritized for the change to work.
5. Insufficient planning
A change of this magnitude takes a lot of planning. Possibly years worth of planning. Many districts consider a multi-year implementation that involves extensive planning time, a pilot, and then a slow rollout beginning at first with only a few grades or subjects. Planning is going to involve nearly every department within the district as this new system will have an impact all over. There are so many moving parts to this machine, each aspect needs to be carefully considered and every consequence must be accounted for.
The Bottom Line
Standards-based grading has the potential to transform student learning by providing clearer feedback, reducing stress, and aligning instruction with educational standards. However, its success depends on proper planning, professional development, and buy-in from teachers and parents. While it may not be the right fit for every district, when implemented thoughtfully, SBG can be a powerful tool for improving student outcomes.
