Speaker
Description
This presentation examines grading practices in the high school classroom with a focus on standards and standards-referenced grading as alternatives to traditional point-based systems. It explores how educational standards can be translated from state or district expectations into clear classroom learning goals and assessment criteria for students with a growth mindset. The presentation compares several grading approaches while highlighting the strengths and limitations of each. Particular attention is given to the use of learning-outcome rubrics that track student progress toward mastery levels while still remaining compatible with typical high school gradebooks. Through examples from physics classrooms and the presenter’s own experience, the presentation argues that standards-aligned rubrics can provide clearer feedback, emphasize skill mastery over task completion, and create more meaningful assessment practices for students.
