Engaging the School Community in Adopting Proficiency-Based Learning

We have spent the last several years on revising our assessment methods in our high school classrooms, with a specific focus on standards-based grading. As we have refined our grading and assessment systems, we have attempted to bring them to scale, but quickly realized that changing the grading paradigm is incredibly complex. Not only does it require systems level changes, but it also necessitates a mindset shift for all involved stakeholders.

Standards-based grading may seem old hat, but when one really starts to investigate this topic, it becomes readily apparent that the discourse is mostly rhetoric. There are certainly a number of model schools that are toying with standards-based grading practices and some have fully implemented systems, but by no means is the work done in this field. It seems that many schools struggle with the implementation process and some have plateaued with their ability to find a way to move from traditional grading schemes to more competency-based systems. Others have been met with strong opposition from students and parents. Our intent is to become an exemplar school so others may see how to successfully implement a SBG system. This will be particularly important with the advent of PLP’s and proficiency-based graduation requirements in the state of Vermont. Our work will focus on understanding the successes and tribulations of other schools with implementing a standards-based system of grading and reporting. Our aim will be to provide transparency so as to help parents, teachers, students, and community members transition to a new philosophy of assessment and grading.

Resources: 

Proficiency-Based Learning & Grading: Testimony for the Senate Education Committee