Do you still use percentage grades in your high school classroom? I have recently moved away from this grading system and let me tell you, I LOVE IT! As a high school teacher, I found that students cared more about earning points for a good grade rather than learning. Switching to a standards-based grading system has helped my students become more successful in the classroom. They are now focused on their learning. I hope that by sharing my story, I will be able to help you find the same success in your classroom!
Before we jump in, if you are looking to get started with standards-based grading in your high school classroom, then I may have just the right thing for you! Get started on your standards-based grading journey with my free guidebook that outlines how to implement standards-based grading in your high school classroom. I will walk you step by step as you set up your standards-based grading system. Become a standards-based grading rockstar today!
Why I stopped using a percentage for grades
The problem I was finding with traditional grading systems is that students became good at “playing the game of school”. My students knew how to easily earn points to achieve high grades. They would cheat their way through assignments or cram for a test to “get a good grade”. But true learning was never actually taking place. They could not retain information after a test or even after taking the course.
I read this quote by Henry L. Roediger and it really struck me because it highlighted the fact that most students will get good grades in their classes, but walk away retaining very little of the content. He said, “Cramming may lead to a better grade on a given exam. But with many students, it’s not like they can’t remember the material when they move on to a more advanced class, it’s like they’ve never seen it before.” As a former student myself, I felt embarrassed reading this because it is so stinkin’ true! There were so many times I would stay up all night cramming for the test the night before so I could get an A, but then I would walk away from the class literally not remembering a single thing.
Reflecting on my past experiences, I knew I wanted to change my grading system. I no longer wanted students to “play the game of school” to get a good grade if it meant they were not actually learning anything. That is when I started researching all about mastery learning and standards-based grading.
With percentage grades, students earn points for quizzes, tests, classwork, homework, projects, extra credit, and the list goes on. Sometimes, the silliest things can add points to a student’s grade. For example, I have seen teachers give students extra credit for bringing in boxes of tissues. This could have bumped a student from a C+ to a B-. But does that grade actually reflect the student’s mastery of the content? On the other hand, teachers often deduct points for behavioral issues. For example, a student submits an amazing project 2 weeks late so they earn half credit, a 50% or F. But looking at the project, it is AMAZING! But because it’s late that F is all they can earn, bringing down their term average from an A to a C+. Does that grade really reflect their overall understanding?
Grades should be a reflection of a student’s mastery of content or skills. Grading with percentages often punishes students for behavior while rewarding students for following along and playing the game of school. SBG focuses on learning and mastery rather than points.
How to stop using a percent for grades
For the last few years, I have been transitioning my classes away from percentage grades to a standards-based grading system. I have learned quite a few things along the way and I want to share what has worked and hasn’t worked in the transition away from percentage grades. I will say that with anything in life, it does take time to move away from something so ingrained in society. But once you do make the switch, you will see that it does make all the difference.
Be upfront with students about moving away from percentage grades
Most students have never seen a standards-based grading system before. I make sure to talk about grading on the first day of class…well usually the second because day one is reserved for relationship building, but you get the point.
The very first time I go over the syllabus, I make sure to be upfront with the students about grading. I want students to know that it will be a change and that I understand they will be uncomfortable with it, hopefully just at first.
On that first day, I avoid too much detail about the 4 levels of my grading scale. Instead, I focus on the fact that I use grades to communicate learning. I discuss the reasons why I think a traditional grading system may not be the best at reporting learning and drawing on past experiences.
There are usually lots of questions and confused faces on that first day. Your job is to reassure the class that the goal is for students to learn and improve their learning. As the teacher, I am here to help in that process.
Before the first graded assessment, discuss the new grading scale
Once you have the upfront conversation with students about the change in grading, you want to have more detailed discussions about the move away from percentage grades before the first big assessment.
In my classroom, I use a 4-point scale to grade assessments: level 4 = mastery, level 3 = meeting standard, level 2 = approaching standard, and level 1 = not meeting the standard. I keep a poster at the front of the classroom that outlines the difference between the 4 levels.
Before the first major assessment, whether it’s a test, quiz, or project, I will review how I will use this 4-point scale to grade their work. I also explain how a student can achieve each level and provide exemplars of each level’s quality of work.
I explain that their feedback will be provided in a rubric. This rubric will state the level earned and have space for written feedback from the teacher. The biggest difference between using percentage grades and standard-based grades is that instead of deducting points for each thing a student got wrong, I summarize the major mistakes via written feedback. This stresses what the student should do to improve.
Once grades are returned students can resubmit work
The overall goal here is to have students learn. For any student that did not reach level 3 or even level 4, there is still room for improvement in their learning. This means that students need to take that written feedback and fix their mistakes.
If the assessment was a test, there are a few ways this can be done. First, you would make a new version of the test to have the student retake it. Obviously, you do not want to give the same test because you don’t want them just memorizing answers, rather than understanding the material. Or you could allow them to complete test corrections.
Test corrections involve the student taking any incorrect answer and providing a detailed, written explanation of WHY the answer the originally selected is incorrect. In addition, they need to select the correct answer with a brief explanation of how they know this is correct. By completing these corrections, the students should gain a better understanding of the content/skill being assessed to show either that they are meeting the standard or mastering the standard.
If the assessment was a project, then students can easily take the provided feedback and fix their work. Some students may choose to simply start over and that is okay too.
By providing students multiple opportunities to demonstrate mastery, you are showing students that you value their learning. Grading is no longer this final judgment on their understanding. But rather, grading is a tool to allow the student to grow.
Create a percentage grade chart to help convert standards-based grades at the end of the grading period
Of course, some schools do not have a learning management system that will allow only standards-based grades. At my school, I have been able to finagle the LMS to use standards-based grades, but I am still required at the end of a grading period to report one single grade for each student.
Because of this, I still need to use percentage grades, but those grades are derived from my standards-based grades. I have created a percentage grade chart to convert the standards-based grades I use throughout the grading period into percentage grades.
Think of this chart like a rubric for my grading rubric. For a student to earn a 100% grade, that means they would have needed to master every standard. This is a very difficult task to achieve. It is rare to give out this score.
But quick side note… how many classes can you think of where most students earn 100%??? Have these students really mastered the course (and mastered it enough that they could basically teach it)? I highly doubt it. These kids are good at playing the game of school. They do the work they need to to get that 100% but they are probably not really learning.
Back to my grading chart. The next possible grade in this chart is a 95%. To earn this score, a student needs to earn mostly level 4s with 1 or 2 level 3s throughout the grading period. To get an 85% the student would need all level 3s or higher. This score is for students who mostly meet the standards but sometimes may master them.
Why I use a 50% for all failing grades
The chart continues for each of the major percentage grades. When it comes to students earning mostly or all level 1s, they have earned an F. In my gradebook, I use a 50% score. A student could do zero work all year and still earn 50%.
Some people may have issues with this because they feel the student doesn’t deserve a 50% because that implies they did “half the work”. But to me, an F is an F. Whether that is 0%, 25%, 50%, etc. They are all still failing.
If I were to give that student a 0% and let’s say next term they really step up and work to learn, they are in such a hole that they couldn’t possibly pass. A 50% is a failing grade. But using it allows students to have hope of passing if they choose to put in that effort.
I absolutely love sharing my ideas about my standards-based grading system and hope that you find my ideas helpful for your classroom! After reading this, if you feel you are ready to take the plunge into standards-based grading in your high school classroom, sign up for my free guidebook to become an expert at standards-based grading! I can’t wait to help you go from using percentage grades to using a full standards-based grading system!
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