Question Detail

If moving to standard-based grading, do you suggest separating out the sub-standards (a,b,c,d, etc.) and listing achievement scores in each individual area or just listing achievement scores under the main standard heading. Any suggestions of effective reporting of achievement is appreciated.

Oct 5, 2013 3:10pm

I am currently a coach for seven campuses, three of which are moving to standard-based grading. The teachers are overwhelmed with the amount of areas to assess in the elementary classrooms.

  • English Language Arts
  • Pre K-5
  • Common Core


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    • Oct 9, 2013 10:34am


      Since teachers are required to teach each sub-standard, I would imagine they would know whether students are proficient in the standard. This information should be communicated to parents in some way - whether on rubrics or in formal report cards. For example, I may be able to write a proficient narrative overall, but possibly my language conventions are weak when it comes to capitalization and punctuation. Without reporting on the sub-standard, that may not be obvious. The CCSS are all about transparency, so students can be well rounded college students and employees. Without focusing on each sub standard and reporting on it, I fear that some skills may fall through the cracks. Now, teachers may not assess each substandard every marking maybe standard-based report cards could reflect that. We are moving toward standards-based report cards in my district as well, so I'd love to hear other people's thoughts on this.