The year is winding down, and Staples students and teachers are making up their minds on standards based grading.  This year, five Staples math teachers used the system. What will happen next year is still up in the air.

“It’s a pilot,” math teacher Caroline James said. “Certain teachers volunteered to be the guinea pigs.”

According to Mathematics Department Chair Frank Corbo, the math department does not yet have the data to reveal whether or not standards based grading is a more effective method of teaching. After finals, the math department is going to compare the scores of students in order to decide if this new type of grading will return next year, math teachers said.

 According to Active Grade, the website used by the department to track scores,  standard based grading rates student learning on specific goals on a four-point scale. Four is the highest score. The idea is that by the end of the year, students have mastered the essential content in order to move on to the next level of math. The new grading system has received some harsh criticism – but also praise – from students.

“I personally do not like standards based grading because, aside from the benefits of the reassessments, it is unfair,” Sydney Sussman ’15 said. “We could have an A average among all standards; however, if we have one 2 in one standard, it automatically brings down our whole grade to a B+.”

Other students, however, felt that the constant ability to reassess built up their skills.

“I hope standards based grading remains at Staples. The reassessments have helped me so much this year, and the system is extremely progressive,” Lauren Garcia ’15 said.

The teachers who have decided to try out standards based grading seem to be in favor of the system. “I like how the students are able at any point in the year to demonstrate that they have mastered any concept. If the first time around doesn’t go great, they can prove at a later date that they understand by retesting,” Maggie Gomez, a math teacher, said.

The grading system was introduced to the math department by a science teacher who has enjoyed success using standards based grading. The teacher came to a math department meeting and shared the benefits. As a result, five math teachers were eager to try standards based grading.

Those interviewed said students are confused as to why different classes have different grading systems. Caroline James has a response to this, reminding students that this year’s classes that used the system were a pilot. “It wasn’t something all of us were going to do at the same time to make the change,” she said.