Blog Post #5: Standards-Based Grading

Section four of Spokane Public Schools’ Secondary Standards-Based Grading and Reporting Handbook discusses the negative impact of zeros. This is a new concept to me and I have some mixed feelings regarding this important topic.

I totally agree with the article’s point that students should be provided multiple opportunities to demonstrate achievement toward learning targets. I’m also aware of the powerfully negative impact that zeros have on student motivation. Therefore, I think it is the teacher’s responsibility to continually work with and support students, throughout the semester, to ensure students submit all required work for their final grade. I don’t think it is fair for secondary teachers to reject work submitted after a deadline, because things happen, and grades should accurately communicate what students really know and can demonstrate. If a student is willing to work hard and is motivated to achieve high standards, then an arbitrary deadline shouldn’t limit their ability to demonstrate their achievement toward learning targets.  

However, if grades are supposed to be based on the most consistent evidence, not the average of the data, then how are we supposed to grade students who consistently do not turn in their work? If a student is provided multiple opportunities to turn in required work, and varying types of assessment, but still fails to complete the tasks asked of them, then I think a zero accurately reflects their achievement toward learning targets. In addition, not including zeros in a student’s final grade sends the message that success in school doesn’t require hard work. I think this is a disservice to students. Educators should make an effort to teach students the value of hard work, because this lesson will benefit them for the rest of their lives. If we don’t hold high expectations for our students in the secondary setting, then how will they survive rigid deadlines in college or when they enter the workforce?