What Grading for Mastery Looks Like

Grading for Mastery and Redesigning My Gradebook

https://catlintucker.com/2015/08/grading-for-mastery-and-redesigning-my-gradebook/

Mastery Learning and Grading: Changing our Approach to Outcomes and Grades

https://www.emergingedtech.com/2016/04/mastery-learning-grading-changing-outcomes-beyond-flipped-classrom/

Making Mastery Accessible: Building a Mastery-Based Grading Policy

https://www.redesignu.org/sites/default/files/uploads/MMA-%20Building%20a%20Mastery-Based%20Grading%20Policy%20150802.pdf

What is the Difference between Standards-Based Grading (or Reporting) and Competency-Based Education?

https://www.competencyworks.org/analysis/what-is-the-difference-between-standards-based-grading/

Making Mastery Accessible: Building a Mastery-Based Grading Policy

https://www.redesignu.org/sites/default/files/uploads/MMA-%20Building%20a%20Mastery-Based%20Grading%20Policy%20150802.pdf

Standards-based grading “involves measuring students’ proficiency on well-defined course objectives.” (Tomlinson & McTighe, 2006). (Note: Standards-based reporting involves reporting these course objectives rather than letter grades at the end of each grading/reporting period.)

The visual below compares traditional grading with standards-based grading practices.

Traditional Grading System	Standards-Based Grading System
1. Based on assessment methods (quizzes, tests, homework, projects, etc.). One grade/entry is given per assessment.	1. Based on learning goals and performance standards. One grade/entry is given per learning goal.
2. Assessments are based on a percentage system. Criteria for success may be unclear.	2. Standards are criterion or proficiency-based. Criteria and targets are made available to students ahead of time.
3. Use an uncertain mix of assessment, achievement, effort, and behavior to determine the final grade. May use late penalties and extra credit.	3. Measures achievement only OR separates achievement from effort/behavior. No penalties or extra credit given.
4. Everything goes in the grade book – regardless of purpose.	4. Selected assessments (tests, quizzes, projects, etc.) are used for grading purposes.
5. Include every score, regardless of when it was collected. Assessments record the average – not the best – work.	5. Emphasize the most recent evidence of learning when grading.

Adapted from O’Connor K (2002).  How to Grade for Learning: Linking grades to standards (2nd ed.). Thousand Oaks, CA: Corwin Press.

3 Peaks and 3 Pits of Standards-Based Grading

https://www.edutopia.org/blog/peaks-pits-standards-based-grading-josh-work

When one school switched from traditional to standards-based grading, they saw positive changes in mindset, assessments, and communication -- but there's still room for improvement.