Districts are creating a variety of grading practices and transcripts that are being described as standards-based and competency-based grading practices. Some are hybrids retaining elements of traditional grading. Many convert to traditional points in order to produce a GPA and rank students. Most importantly, some districts attempt to create new grading practices without putting adequate supports and policies to personalize education into place. At CompetencyWorks, when we think about grading, we think about the question, “How will you ensure that students are progressing?” Grading is one of the practices that is needed, in addition to many others. (See Progress and Proficiency: Redesigning Grading for Competency Education.) Increasingly, colleges and universities are supporting proficiency-based transcripts. (See information on the Collegiate Endorsement of Proficiency-Based Transcripts.) In the following article, Brian Stack, principal at Sanborn Regional High School, addresses misconceptions based on their experience with redesigning grading.
– Chris Sturgis
After many years of experience as a high school principal in a competency-based high school, it is the transcript that generates the highest degree of inquiry from outsiders seeking to understand our system, and for good reason. In both traditional and competency-based models, the high school transcript represents a student’s ultimate cumulative record of learning, a record that must be communicated in a clear and concise manner to both admissions officers at post-secondary institutions as well as potential employers. Over the years I have encountered several misconceptions and myths about what a transcript for a competency-based program should look like. It’s time to dispel these myths and set the record straight.
Myth: Reporting measures such as grade point average (GPA) and class rank cannot be computed in a competency-based school.
False! These two measures can be included on a competency-based transcript. There is often a fear from outsiders and newcomers that because most competency-based schools report assignment grades using a four or five point letter rubric scale, there isn’t an opportunity to compute a GPA. This is simply not true. In my school, a student can only earn one of five letter grades on individual assignments based on their performance level as indicated on a rubric, but in the background, those letters correlate to the numerical values of 0, 1, 2, 3, or 4. As the student completes multiple assignments, we are able to compute an overall course grade and thus a GPA that is a numerical value between 0 and 4. From the GPA, it is then easy to compute a class rank statistic. This, however, leads to another popular myth.