What's Your Experience with Standards-Based Grading?
In this video, Dr. Justin Baeder asks educators to share how standards-based grading has affected student work completion and motivation in their schools.
Key Takeaways
- SBG's impact on motivation is debated - Some educators report decreased work completion when grades don't reflect effort
- Real-world experiences matter - Crowd-sourcing educator experiences provides valuable ground-level data on policy impacts
- The grading debate isn't settled - Hearing from practitioners helps inform a more nuanced position
Transcript
Does standards-based grading result in students not doing their work?
Does standards-based grading reduce the number of students who do their work in a timely fashion, who stay on track, who learn, and who benefit as a result?
Help me settle an argument here because I've been chatting on Twitter with some various advocates of standards-based grading, and it's no longer really even an argument that standards-based grading doesn't improve learning, right?
Like nobody's even really claiming that standards-based grading improves learning.
What I'm arguing, and I would love to have your feedback on this, is does standards-based grading reduce the number of students who complete their assignments on time?
Because to me, what's happening with standards-based grading is we're removing the accountability for, say, turning in your work on time, for doing your work at all, and we're finding different ways of measuring and reporting on student learning.
And when we remove the accountability component, I don't see how bad things could not happen.
So I want to hear from you.
If you have implemented standards-based grading, let me know what has happened with it, good or bad, and I would love to hear from you.