Standards-Based Grading uses a 5-point scale: 0 through 4 with 0 representing "no evidence" and 4 representing "exceeds standard."
Traditional Grading uses a percentage scale 0 through 100.
Why the interest in Standards-Based Grading?
The SBG assessment practice aligns better with our district’s mission and objectives. It provides for additional feedback and communication about how well a student is learning in the classroom. Parents and students will see areas of academic strength and weaknesses in the grade book rather than seeing a test score or homework assignment. It is an assessment system focused on strengthening learning. Teachers will know more clearly which standards they need to re-teach or extend. Students will know which standards they need additional learning opportunities and/or practice. For more information comparing SBG and Traditional Grading, please see our GRADING FAQ.
Chautauqua Elementary Parent Guide to the Standards-Based Report Card:
Middle School and High School Gradebooks:
High School Grade Equivalency Scales:
Traditional Grading Scale
Standards-Based Grading Scale
94% to 100%
3.50 to 4.0
90% to 93.9%
3.00 to 3.49
87% to 89.9%
2.84 to 2.99
83% to 86.9%
2.67 to 2.83
80% to 82.9%
2.50 to 2.66
77% to 79.9%
2.34 to 2.49
73% to 76.9%
2.17 to 2.33
70% to 72.9%
2.00 to 2.16
67% to 69.9%
1.84 to 1.99
60% to 66.9%
1.00 to 1.83
0 or IE (insufficient evidence) to 0.99
VISD has reached out to a wide variety of colleges and universities in-state and around our country. We are hearing consistent themes about college admissions as described in the website article linked above. We will continue to dialogue with admissions officers to fully understand any potential issues regarding college applications (if we eventually change our transcipts).
Standards-Based Grading Resources:
M. Townsley, "All Things Standards-Based Grading"
R. Marzano, Formative Assessment & Standards-Based Grading
K. Spencer, "Standards-Based Grading" (excerpt from the Harvard Education Letter)
R. Wormeli, "Assessment and Grading in the Differentiated Classroom" (zeros, 100-point scale and SBG)
History of Grading:
N. Lassahn, History of Grading Systems
L. W. Cureton, The History of Grading Practices