ARTIFACTS AND ACTIVITES, PAPER #4 2
Within the realm of my classroom, I have been looking towards changing the ways that I
grade within the classroom. Most teachers have still used percentage-based grading, but many
teachers in my school have began to use standards-based grading or mastery-based grading.
“The teachers who created mastery-oriented classrooms shared three features: promoting
learning as an active process, exhibiting enthusiasm for learning, and fostering positive teacher-
student relationships” (Anderman, Patrick, & Ryan, 2004). Standards-based grading are
effective when it comes to showing where students currently are in the classroom. Through this
style of grading, teachers have the ability to give assignments that are more in focus with the
standards being taught rather than just giving students assignments and grades to fill in the class
period. In the past I have basically given students one to two grades per day and after I have
been studying the standards-based grading each student may only have1-2 grades per week, but
show a mastery level of the standards being taught. After all, “Research finds that student
teachers often fail to make observable instructional goals, without which a secure bridge between
instruction and assessment is precluded” (Juhler, 2017).
After meeting with my principal as well as my department head, I had the go ahead to
begin to plan to utilize standards-based grading starting this school year. Over all, I had a very
good meeting, but it was very scary due to the fact that I needed to be prepared by July 20 to
present again to both my principal and department head. When it comes to standards-based
grading, we have made a list of three important things to do for the next school year. First, I will
need to meet with other biology teacher that use standards-based grading. There are several
within thirty minutes of my house. I want to be able to evaluate the way they have done this
process. When it comes to educators in biology those that utilize standards-based grading have
been more successful when it comes to the end of course exams. Second, I will, this summer,
ARTIFACTS AND ACTIVITES, PAPER #4 3
work to create a way to let both students and parents understand the new process of standards-
based grading. The niggest problem when it comes to starting this new process is selling the
students and parents (especially the honor’s students). And third, I will meet with Mr. Mark
Doane, our Assistant Superintendent and Director of Curriculum and Instruction as soon as
possible. I want to make sure that when it comes to setting up the grade book that nothing is left
out and that all students will be treated fairly. When it comes to using standards-based grading
the biggest concern is equality when it comes to grading. Many special education teachers are
afraid of standards-based grading because there are times that their students will never show
proficiency of the standards being taught. I want to be able to make sure that all students are
treated equitably in all circumstances.
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References
Anderman, L. H., Patrick, H., & Ryan, A. M. (2004). Creating Adaptive Motivational
Environments in the Middle Grades. Middle School Journal, 35(5), 33–39.
Juhler, M. V. (2017). Assessment of Understanding: Student Teachers’ Preparation,
Implementation and Reflection of a Lesson Plan for Science. Research in Science
Education, 48(3), 515–532. doi: 10.1007/s11165-016-9574-2
.
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