Five years ago, when my high school first implemented its competency education model, we as a faculty reached consensus on our purpose of grading. We believe that the purpose of grading is to communicate student achievement toward mastery of learning targets and standards. Grades represent what students learn, not what they earn. This helped us establish a common set of grading practices that every teacher agreed to use in their classrooms. They include things like the separation of formative and summative assessments (with formatives carrying no more than 10 percent weight for an overall course grade), the linking of summative assessments to performance indicators which link back to competencies in our grade book; the use of reassessment; the use of a 4.0 letter rubric scale for all assignments and assessments; and the separation of academics from academic behaviors. This article will focus on this last grading practice – from how we developed our academic behaviors to how we assess them and how we are using these grades to better prepare our students for their college and career futures.
At my school, we believe in the importance of separating what it is we want our students to know and be able to do (academics) from academic behaviors like working in groups, participating in class discussions, and meeting deadlines. While we firmly believe these behaviors are critical to academic achievement, comingling them with academic grades does not give us an accurate picture of the level of achievement our students have reached with their academic course competencies. When we first proposed this idea five years ago, separating behaviors was a big mind shift for many of our teachers who were accustomed to giving participation points as part of a course grade or taking points off of an assignment when they were turned in after a deadline. Early in our design phase we were charged with the task of finding a meaningful way to hold students accountable for these important work study practices without compromising the purity of our academic grades that we set out to establish. (more…)