{"id":15661,"date":"2022-09-19T10:00:28","date_gmt":"2022-09-19T14:00:28","guid":{"rendered":"https:\/\/aurora-institute.org\/?post_type=cw_post&#038;p=15661"},"modified":"2022-09-19T10:12:18","modified_gmt":"2022-09-19T14:12:18","slug":"cbe-in-practice-grading","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/cbe-in-practice-grading\/","title":{"rendered":"CBE in Practice: Grading"},"content":{"rendered":"<p><span style=\"font-weight: 400\">Lots has been written about competency-based grading at <\/span><i><span style=\"font-weight: 400\">Competency<\/span><\/i><span style=\"font-weight: 400\">Works throughout the years (see below for a short sampling). As I settled into my role this summer, I had the opportunity to observe two professional learning sessions on grading practices with <\/span><a href=\"http:\/\/www.competencycollaborative.org\/#home\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">the Competency Collaborative<\/span><\/a><span style=\"font-weight: 400\"> in NYC and with <\/span><a href=\"https:\/\/www.greatschoolspartnership.org\/about\/about-gsp\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">the <\/span><span style=\"font-weight: 400\">Great Schools Partnership (GSP)<\/span><\/a><span style=\"font-weight: 400\">. This post curates resources for those who want to reflect on how grading practices in your setting are aligned \u2014 or misaligned \u2014 to the values of learner-centered, competency-based education. It supplements the <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-2-meaningful-assessment\/\"><span style=\"font-weight: 400\">CBE Starter Pack post 2 on meaningful assessment<\/span><\/a><span style=\"font-weight: 400\">.\u00a0<\/span><\/p>\n<h2><span style=\"font-weight: 400\">Grading and Reporting<\/span><\/h2>\n<figure id=\"attachment_15664\" aria-describedby=\"caption-attachment-15664\" style=\"width: 430px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-15664\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_UCLACOMM_023-300x200.jpg\" alt=\"A kindergarten teacher uses number cubes during a small-group math activity.\" width=\"430\" height=\"286\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_UCLACOMM_023-300x200.jpg 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_UCLACOMM_023-1024x683.jpg 1024w, https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_UCLACOMM_023-768x512.jpg 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_UCLACOMM_023-1536x1024.jpg 1536w, https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_UCLACOMM_023.jpg 2048w\" sizes=\"(max-width: 430px) 100vw, 430px\" \/><figcaption id=\"caption-attachment-15664\" class=\"wp-caption-text\">Photo by Allison Shelley for EDUimages<\/figcaption><\/figure>\n<p><span style=\"font-weight: 400\">It is important to note the distinction between grading and reporting. Grading and reporting touch multiple levels of the system. It is worth taking the time to define what we are talking about. GSP offers the following definitions: <\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>Grading System<\/strong>: The system that a school has developed to guide how teachers assess and grade student work.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>Reporting System<\/strong>: The system that a school has developed to communicate student grades formally on report cards and transcripts<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Grading and reporting closely interconnect. Here we will focus more on the grading system, which is the foundation of the information that is then reported.\u00a0<\/span><\/p>\n<h2><span style=\"font-weight: 400\">Grading and Equity<\/span><\/h2>\n<p><span style=\"font-weight: 400\">As a system, CBE is intentionally designed to be equity-seeking, including in grading practices. Grading for equity has also become a standalone educational change lever, largely due to Joe Feldman\u2019s book, <\/span><a href=\"https:\/\/gradingforequity.org\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms<\/span><\/a><span style=\"font-weight: 400\">, which was used as a key resource in both sessions I observed. While the book is not explicitly about CBE practices, many of the topics align with CBE topics such as learners developing agency to lead their own learning, transparency in how to suc<\/span><span style=\"font-weight: 400\">ceed, authentic assessment, and having multiple opportunities to demonstrate learning and growth.\u00a0<\/span><\/p>\n<h2><span style=\"font-weight: 400\">Are Grading Practices a Keystone Issue?\u00a0<\/span><\/h2>\n<p><span style=\"font-weight: 400\">Over the years, various practitioners and technical assistance providers have often advised not to start transformation efforts by changing the reporting system. After all, how can you report on competencies before you have implemented them? But could classroom grading practices actually be a viable entry point into CBE?\u00a0<\/span><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">At some point in your process of transformation, you will need to examine and reflect on how student work is assessed and graded.\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How clearly do grades in your classroom or at your school communicate whether students have learned the learning goals?\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How clear are the learning goals?\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What happens if a student needs more time to learn and practice a topic or a skill?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Reflecting on grading practices might have the ideal mix of a) surfacing the flaws, inequities, and harm of predominant, status quo practices; b) connecting us to our values to prompt the adaptive mindset work we know is needed in change work; and c) presenting opportunities to pilot small, practical, research-based changes.<\/span><\/p>\n<h2><span style=\"font-weight: 400\">The Power of Grades<\/span><\/h2>\n<p><span style=\"font-weight: 400\">NYC\u2019s Competency Collaborative\u2019s Summer Institute on Reigniting Student Motivation Day 3 focused on Establishing Supportive and Equitable Grading Practices. While on the surface we might think of grades only as an objective signal of how a student is doing in school, the research shows that grades have a far-reaching impact. Grades are communication, and we need to think about what they are communicating to students \u2014 is it about their learning or is it about something else? The session showed that grades also affect students\u2019:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Learning identities (belonging mindset)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Feelings of worth, capability, agency (growth mindset)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Connection to or alienation from academics \u2014 and school generally (belonging and value mindset\/purpose for learning)<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">A vision for grades at their best was offered: that grades are \u201caccurate, supportive, bias-resistant feedback based on evidence of what a learner knows and can do at a given point in time.\u201d A similar vision was offered in the GSP session (and on <\/span><a href=\"https:\/\/www.greatschoolspartnership.org\/proficiency-based-learning\/grading-reporting\/grading-principles-guidelines\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">the GSP website<\/span><\/a><span style=\"font-weight: 400\">), that the \u201cpurpose of the grading system is to clearly, accurately, consistently and fairly communicate learning progress and achievement to students, families, post-secondary institutions, and prospective employers.\u201d<\/span><\/p>\n<h2><span style=\"font-weight: 400\">What is Competency-Based Grading?<\/span><\/h2>\n<p><span style=\"font-weight: 400\">The GSP Grading for Equity workshop offered the following core tenets for equitable school grading and reporting practices:<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Communicate Information About Learning<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Design Clear Grading &amp; Reporting Guidelines<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use Common Rubrics or Scoring Guides<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Provide Low-Stakes Practice &amp; Feedback<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Report on Habits of Work Separately<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Organize Grade Books Consistently<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">The Competency Collaborative has a webpage on <\/span><a href=\"https:\/\/www.competencycollaborative.org\/competency-based-equitable-grading\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">competency-based equitable grading<\/span><\/a><span style=\"font-weight: 400\"> and the following slide in their session illustrated how equitable, competency-based grading practices might change from traditional, status quo practices. <\/span><\/p>\n<p><span style=\"font-weight: 400\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-15663\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/CC-Summer-Institute-22_-Reigniting-Student-Motivation--300x169.png\" alt=\"Graphic illustration of traditional and competency-based grading\" width=\"780\" height=\"439\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/CC-Summer-Institute-22_-Reigniting-Student-Motivation--300x169.png 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/CC-Summer-Institute-22_-Reigniting-Student-Motivation--768x432.png 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/CC-Summer-Institute-22_-Reigniting-Student-Motivation-.png 960w\" sizes=\"(max-width: 780px) 100vw, 780px\" \/><\/span><\/p>\n<p><span style=\"font-weight: 400\">The session offered a list of key practices for equitable grading that also drew from Feldman\u2019s work.\u00a0<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use a 0-4 or 1-4 scale.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Don\u2019t grade cross-cutting skills \/ habits of work. Do give feedback on these habits and skills.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Base grades on <\/span><span style=\"font-weight: 400\">evidence<\/span><span style=\"font-weight: 400\"> of learning.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Give multiple opportunities.<\/span>\n<ul>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">Base grades <\/span><span style=\"font-weight: 400\">only<\/span><span style=\"font-weight: 400\"> on where a learner is with learning outcomes.<\/span><\/li>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">No \u201cpoints off\u201d for missing deadlines or cheating. (Avoid using grades as punishments.)\u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400\"> \u00a0 \u00a0 <\/span><span style=\"font-weight: 400\">No added points for effort, extra credit, and other non-evidence factors.<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Transparency. Share (unpack, revise, put in student-friendly language) course outcomes from the start.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Disaggregate skills, and don\u2019t average multiple outcomes.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Connect feedback to learning outcomes.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Use growth mindset language. \u201cNot yet\u201d \u201cApproaching\u201d \u201cDeveloping\u201d \u201cEmerging\u201d<\/span><\/li>\n<\/ol>\n<figure id=\"attachment_15662\" aria-describedby=\"caption-attachment-15662\" style=\"width: 780px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-15662\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Dont-average-image-300x169.png\" alt=\"Illustration of how averaging grades obscures information about learning\" width=\"780\" height=\"439\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Dont-average-image-300x169.png 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Dont-average-image-1024x576.png 1024w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Dont-average-image-768x432.png 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Dont-average-image.png 1280w\" sizes=\"(max-width: 780px) 100vw, 780px\" \/><figcaption id=\"caption-attachment-15662\" class=\"wp-caption-text\">Image credit: Gary Chapin of Educating for Good<\/figcaption><\/figure>\n<h2><span style=\"font-weight: 400\">How do we get started in talking about grading?\u00a0<\/span><\/h2>\n<p><span style=\"font-weight: 400\">These ideas may already be infused into your school\u2019s or district\u2019s culture and practices. If so, I hope you will share your journey with someone and help them get started. Or, you may be at the beginning of your journey. Read on for a few big ideas and resources to get started.\u00a0<\/span><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">There is a range of approaches to CBE grading and reporting systems. For example, there are fully portfolio- or competency-based systems and there are systems that convert proficiency on standards or competencies into traditional grades only for reporting purposes. Making the shift to a competency-based reporting system can be a complicated one. Even if it feels like your community isn\u2019t ready to shift reporting systems, reflecting on grading practices at the classroom level can and should start sooner. Creating a consistent, equitably oriented philosophy and set of guidelines can be a great entry point for mindset work.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Grading practices can seem like tough territory to tackle. However, if you don\u2019t have consistent practices and a shared philosophy, it\u2019s likely that grades are sending mixed messages to students and families. It\u2019s also likely that there are equity issues that need to be considered and addressed \u2014 whether they are blind spots or intentionally ignored.\u00a0<\/span><\/p>\n<h2><span style=\"font-weight: 400\">Learn More<\/span><\/h2>\n<p>There are many resources on the topic of competency-based grading and grading for equity. Here are a few to get started.<\/p>\n<p><b>Deeper Resources<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The Issue Brief, <\/span><a href=\"https:\/\/aurora-institute.org\/resource\/progress-and-proficiency-redesigning-grading-for-competency-education\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Progress and Proficiency: Redesigning Grading for Competency Education<\/span><\/a><span style=\"font-weight: 400\">, can help districts and schools converting to competency-based education develop new philosophies of grading, as well as the specific practices needed to operationalize them.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The report <\/span><a href=\"https:\/\/education.vermont.gov\/documents\/edu-vermont-proficiency-based-grading-practices\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Vermont Proficiency-Based Grading Practices<\/span><\/a><span style=\"font-weight: 400\"> provides examples of current grading and reporting practices that help innovative schools and districts support each other\u2019s success. It offers explanations that can help staff and families understand unfamiliar practices.\u00a0<\/span><\/li>\n<\/ul>\n<p><b>Blog Posts and Articles<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The three-part blog series by Rose Colby explores <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/building-coherent-grading-and-reporting-systems-in-competency-based-education-part-1\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Building Coherent Grading and Reporting Systems in Competency-Based Education (Part 1)<\/span><\/a><span style=\"font-weight: 400\"> (and <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/building-coherent-grading-and-reporting-systems-in-competency-based-education-part-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Part 2<\/span><\/a><span style=\"font-weight: 400\">, <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/building-coherent-high-school-grading-and-reporting-systems-in-competency-based-education-part-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Part 3<\/span><\/a><span style=\"font-weight: 400\">).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">This blog post, <\/span><a href=\"https:\/\/www.competencyworks.org\/assessment\/aasa-tackles-competency-based-education\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">AASA Explores Competency-Based Education Grading<\/span><\/a><span style=\"font-weight: 400\">, summarizes an issue of the <\/span><a href=\"http:\/\/www.aasa.org\/SchoolAdministrator.aspx\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">AASA Administrator<\/span><\/a><span style=\"font-weight: 400\"> about \u201cperformance-based grading\u201d with articles on <\/span><a href=\"http:\/\/my.aasa.org\/AASA\/Resources\/SAMag\/2018\/Feb18\/Townsley.aspx\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">secondary school grading<\/span><\/a><span style=\"font-weight: 400\">, <\/span><a href=\"http:\/\/my.aasa.org\/AASA\/Resources\/SAMag\/2018\/Feb18\/Buckmiller.aspx\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">standards-based grading and college admissions<\/span><\/a><span style=\"font-weight: 400\">, and <\/span><a href=\"http:\/\/my.aasa.org\/AASA\/Resources\/SAMag\/2018\/Feb18\/Sommer.aspx\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">an overview of Lindsay Unified\u2019s change process<\/span><\/a><span style=\"font-weight: 400\">.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The article, <\/span><a href=\"https:\/\/kappanonline.org\/hochbein-pollio-grading-making-grades-more-meaningful\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Making Grades More Meaningful<\/span><\/a><span style=\"font-weight: 400\">, offers a glimpse into the change process in Jefferson County, KY.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">An article by Thomas Guskey, <\/span><a href=\"http:\/\/www.ascd.org\/publications\/educational-leadership\/nov11\/vol69\/num03\/Five-Obstacles-to-Grading-Reform.aspx\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Five Obstacles to Grading Reform<\/span><\/a><span style=\"font-weight: 400\">, outlines five long-held traditions that stand as formidable obstacles to change.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A recent article on EducationNext asks, <\/span><a href=\"https:\/\/www.educationnext.org\/time-to-pull-plug-on-traditional-grading-supporters-say-mastery-based-grading-could-promote-equity\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">\u201cTime to Pull the Plug on Traditional Grading?\u201d<\/span><\/a><\/li>\n<\/ul>\n<p><b>Videos and Podcasts<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A three-minute video by the Competency Collaborative titled <\/span><a href=\"https:\/\/vimeo.com\/159998675\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Why make the shift to mastery-based learning?<\/span><\/a><span style=\"font-weight: 400\"> features two NYC high schools, KAPPA International High School and Urban Assembly Maker Academy.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A <\/span><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/grading-for-equity\/id1062333296?i=1000459324848\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">30-minute podcast interview<\/span><\/a><span style=\"font-weight: 400\"> with Joe Feldman on the Harvard EdCast about Grading for Equity.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">This #Aurora2020 Symposium Session with GSP explores <\/span><a href=\"https:\/\/aurora-institute.org\/symposium2020\/grading-and-reporting-for-educational-equity\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Grading and Reporting for Educational Equity<\/span><\/a><span style=\"font-weight: 400\">.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A video with <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=4eBmyttcfU4\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Todd Rose on The Myth of Average<\/span><\/a><span style=\"font-weight: 400\"> challenges our ideas about how we think about average.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">This KQED MindShift 30-minute podcast (with transcript) asks <\/span><a href=\"https:\/\/www.kqed.org\/mindshift\/58155\/grades-have-huge-impact-but-are-they-effective\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Grades Have Huge Impact, But Are They Effective?<\/span><\/a><\/li>\n<\/ul>\n<p><b>Organizations<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The <\/span><a href=\"https:\/\/mastery.org\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Mastery Transcript Consortium<\/span><\/a><span style=\"font-weight: 400\"> is working at the systems level to rethink transcripts.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The <\/span><a href=\"https:\/\/www.modernclassrooms.org\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Modern Classroom Project<\/span><\/a><span style=\"font-weight: 400\"> is a practical approach that includes both mastery-based grading and blended learning through flipped instruction. It started with the classroom practice of the founder when he was a teacher.\u00a0<\/span><\/li>\n<\/ul>\n<p><strong>Laurie Gagnon<\/strong> is the Aurora Institute\u2019s <em>Competency<\/em>Works Program Director.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","mapsvg_location":""},"legacy_category":[],"issue":[396,368,402],"location":[],"class_list":["post-15661","cw_post","type-cw_post","status-publish","hentry","issue-how-to-get-started","issue-issues-in-practice","issue-commit-to-equity"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>CBE in Practice: Grading - Aurora Institute<\/title>\n<meta name=\"description\" content=\"This post reflects on how grading practices can be aligned or misaligned to the values of learner-centered, competency-based education.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-in-practice-grading\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CBE in Practice: Grading\" \/>\n<meta property=\"og:description\" content=\"Lots has been written about competency-based grading at CompetencyWorks throughout the years. 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