4 Lessons Learned: Rubrics

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4 Lessons Learned: Rubrics

All About Standard-Based Grading Systems

The article focuses on the new innovation in education as an introduction to tutors and parents to better improve the child’s performance. Instead of a single overall grade like Mathematics 95{87e8f2b427f07a55eeec1543ed9699804af1598b4315dcf3b3258212457eec53} = A, standards-based grading breaks down one subject matter into smaller learning targets like, Mathematical components are broken down into: “I can find the sum of two digit-numbers = 3, I can define a number sentence = 2, I can find the difference of two-digit number = 2. The ability of teachers to track the students’ progress enables them to custom make the instructions to fit the individual student needs according to their performance in each of the “learning targets”. Is therefore follows that standards-based trading systems use a different grading scale from traditional grading methods. The traditional grading scale had the letters of the alphabet A, B, C, D and F to differentiate students in the ranks. Grade number four shows an advanced mastery, grade number three shows that the student meets the expectations of the target, grade number two is a demonstration of partial mastery of the target or a partial understanding or the student can perform portions of the target with some assistance, grade number one shows little or no mastery as the student cannot demonstrate mastery even with the instructor’s assistance. Typical skills of 1-4 reflect student’s increasing skill in the subject and an instructor can know how to well address the issue from the progress. This approach therefore means that teaching is responsive to learning as traditional grading systems shared the contrary opinion. Teachers filling the gap by giving regular feedback, reteaching the misunderstood subject and offering additional opportunities for students to perform better in the grading ladder. 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{87e8f2b427f07a55eeec1543ed9699804af1598b4315dcf3b3258212457eec53} for a certain completion of work which is not as effective as teachers giving feedback on the tests performed and the skills used. Traditional grading methods discriminated students with a low work rate and the teachers cannot sufficiently know how to improve the students as they will force them to adopt to the teaching system of which not all of them will respond well to. Targets are further broken down into rubrics to help the students to see the steps that are required to reach their highest level of achievement. 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. Students are therefore less frustrated by poorly fitting instructions and the school gets to be a more positive experience when the material is relevant and interesting.

Working for mastery is an intrinsic motivator to students and this transforms some of the students’ attitudes. This is an emotionally safe environment where students are encouraged to stretch themselves, make mistakes and learn as opposed to the traditional methods that create a test-taking fear and calls anxiety that interferes with learning because students are afraid of making mistakes.

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