Progress and Proficiency: Redesigning Grading for Competency Education
January 01, 2014
How do you design grading policies that actually communicate academic performance to students and parents? As more schools and districts begin to develop competency-based pathways that allow students to progress based on demonstrated mastery of content knowledge and skills rather than just time spent in a classroom, it is imperative that they rethink their grading systems around competency.
You simply can’t give credit for less than a minimum level of proficiency.