Competency-based learning · Mastery grading · Standards-referenced grading
We get the WHY. Let's talk about the HOW.
There are a bunch of things that get in the way of transitioning to competency-based, mastery-based, standards-referenced grading, or whatever you want to call it. Even when everyone understands the why, the how can be really tricky.
The challenge library
Seven sticky problems we keep hearing about. Each one is a starting point — the solutions come from educators who've lived it.
Athletic eligibility
“At the beginning of the semester, kids might have all ones. And that's exactly where they're supposed to be! They haven't learned the stuff yet. But it looks bad.”
Late work
“Just because you can turn something in whenever you want doesn't mean I should have to grade it whenever you want.”
Retakes
“I can't just give the same test three or four times. Eventually a kid might master the questions without mastering the actual idea.”
GPA translation
“At some point, you've got to figure out how your proficiency scores translate into a GPA.”
What does a 1, 2, 3, or 4 actually mean?
“A 3 is mastery. Not almost mastery. Not pretty good. Mastery. Getting everyone aligned is a big part of the how.”
Parent and student education
“Sometimes parents see something new and think, "new thing, bad," and reject it outright.”
Actually changing the culture around learning
“"I haven't quite mastered this idea yet. How can I study it?" That's a completely different conversation than "What do I need to do to get an A?"”