One of the critical components of Competency-Based Education is the accurate evaluation and communication of student learning. Traditional grading includes several non-learning measures including behavior penalties and extra credit. As Tom Schimmer points out in his book, Grading From the Inside Out , “Grades must be a reflection of student proficiency, not a reward for compliance … Grades are fundamentally flawed if the achievement information they report is inaccurate.” The traditional grading system rarely communicates what a student can do or know, rather it communicates an average score from a collection of different assignments and weights. In a CBE system, the focus is on the progress a student is making towards meeting the goals of a course. This is very different from a traditional system in which letter grades are given at different times throughout a term, but never communicate explicitly what a student has learned or needs to learn. Instead of using a letter grade, CBE articulates what targets the student has hit, or how close they are to hitting a target. At the end of the term, a letter grade will be given based on the student's demonstration of meeting the course goals. The CBE system requires parents and students to shift their thinking regarding grades and progress. During the term, parents and students should look at the student’s progress on proficiency scales for the course instead of a letter grade. By focusing on the proficiency scales, parents and students will better understand where a student is in the course and the support a student may need.
RESOURCES PUHSD and school websites have a dedicated page about CBE which contain a lot of information and resources. PUHSD Webpage Please be sure to listen to all of the podcasts, but especially the episodes that contain information about CBE. There are many useful episodes on how CBE helps students be successful as the leave one class and move on to the next. “The Point” Podcast
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