![]() ![]() For most teachers, this grade equivalency does not seem fair. Moreover, a 2 score (“Approaching Standard”) would equate to a 50%, or an F. If we were to directly transfer scores from a 4-point to a 100-point rubric: a 4 would still equate to a 100, a 3 score (“Meets Standard”) would now be a 75%, or a C. A problem arises when we try to take a standards-based (SB) score and give it a percentage or letter grade.Our department now uses a rubric like this one. On this scale, students are usually given a 4 if they “exceed standard,” 3 if they “meet standard,” 2 for “approaching standard,” and a 1 if they are well below standard. For many schools and teachers, there has been a shift from this traditional 100-point scale to a simpler 4-point scale.Typically, anything under 60 is considered an “F” grade. In secondary schools like ours, grading is typically done on a 100-point scale, in which 90’s are generally given an “A” grade, 80’s a “B” grade, and so on.What is “fair” when we’re talking about grading? Here’s the basic summary of what I discussed previously: Ironically, it’s a year later and now secondary schools in our district want to have the same conversation because our district reading and writing assessments aren’t being graded “fairly.” And that’s the rub. ![]() The original post evolved out of a department discussion on how to adapt our new 4-point rubric so that students were getting a more “fair” grade. That post turned into a great discussion – so much so that it has reached 30 comments (far more than any other post on this blog) and is now the 3rd result when you Google “standards based grading.” As a result of the apparent interest in the subject, I wanted to revisit the topic from a more philosophical perspective, share some updates on where we’re at and see where others are at in this process. A while back, I posted some of my thoughts on how I might adapt our standards-based, 4-point writing rubric to fit the 100-point grading scale traditionally used in schools. ![]()
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