A 10-Point Plan for Rubrics (Without Being Overwhelmed)
Standards-based grading is a new trend in the innovation of education that focuses on learning and helps to increase achievement. In traditional educational systems, teachers focus majorly on teaching and consequently an attempt to deliver knowledge to students in the best way possible as instructions that will help students acquire important life skills. Each of these “learning targets” is a concepting teaching that students are master by that of the course. Students were previously created according to the percentage of the work that they had successfully completed as a result of the tutor’s instruction. A was a high completion rate for student when they will have completed 90 to 100% of the work, B was for the completion of 80 to 89%, C was for the completion of 70 to 79%, D was for the completion of 60 to 69% while F was the completion of 0 to 59% of the work. Standards-based grading on the other hand is based on any demonstration of mastery of a subject. This 1-4 is the most popular in standards-based grading as standards-based grading very worldwide and can be 1-5, 0-4, can also use half points and letters instead of numbers. This approach therefore means that teaching is responsive to learning as traditional grading systems shared the contrary opinion. Some of the students’ progress immediately they receive instructions but most of them do not. The process requires patience and practice and it is constantly repeated until the student reaches their target.
Traditional grading systems simply give cause such as 9/10 or 85% for a certain completion of work which is not as effective as teachers giving feedback on the tests performed and the skills used. Positive environments such as these can speed up a student’s learning as they feel they have a proper relationship with the instructor. “Learning targets” in standards-based grading written in student-friendly language so as they can understand the cause of the instructions well. They can further identify the areas of improvement and self-direct activities.
Standard-based grading systems neutralize this problem as the teachers will know which students are in level 1, 2 or 3 and enables the instructor to offer a level appropriate work to improve the students. This particular kind of instruction is called “differentiated instruction” or simply DI in short.
Working for mastery is an intrinsic motivator to students and this transforms some of the students’ attitudes. In standards-based grading, scores go up as students learn and therefore it provides little room for early mistakes and enables them to have a reflective mastery at the end of the course.