The New England Secondary School Consortium has produced a GREAT resource, What is Proficiency-based Grading? The briefing outlines three elements of proficiency-based grades: 1) Connected to clearly defined learning objectives. 2) Separate academic achievement from behaviors, and, 3) Focused on learning progress.
The I Want to Know More supplement uses Casco Bay High School as an example to explore proficiency-based grading. They break down the grading policy into eight sets of principles and practices. I highlight this because I think it would make it so much easier for us to learn from each other if we start to talk about the principles that guide our practices.
Take a peek at the principles and practices below. It’s Principle 3 where we start to see schools begin to innovate around staffing, scheduling, and embedding supports into the school day. Too many schools say that they are doing standards-based grading, but just pass kids on with Cs and Ds to the next course and curriculum. That’s unacceptable according to Principle 3. Competency education is about designing for the students who are not yet proficient to keep them on pace. It’s about creating the flexibility to provide more instructional time, more enriching experiences to help students understand the value of what they are learning. It’s about giving more attention to students who are not yet proficient – when they need it, not at the end of the semester.
Principle 1: Grades should clearly communicate what students know and are able to do in each class.
Practice 1: We report on student mastery of specific skills and concepts within a course (called “course standards”); traits like participation and effort are reported separately. (more…)