Standards Based Education 標準本位教育

What is Standard Based Education?

In pursuit of quality education, Morrison Academy strives to structure student learning of the curriculum around a standards-based approach. Student learning is the measure of success. Every student learns and strives to meet or exceed unit learning targets within their God given ability. There is an emphasis on application of learning and knowledge through a biblical perspective or lens.

What is the value of SBE?

Standards-based grading gives teachers the opportunity to report truthfully about a student’s learning of targeted benchmarks and citizenship growth (respect, responsibility and engagement) separately, emphasizing and monitoring the importance of both in the learning process.

The application of standards-based instruction and assessment is also an opportunity for biblical classroom practice integration by eliminating the use of grades for punitive purposes and giving the opportunity for growth in learning, without penalizing the learning process.

Standards-based instruction and assessment should be an accurate reflection and communication of what a student knows and is able to do.

What about assessment and feedback?

Assessments are aligned with benchmarks in Morrison’s written curriculum.

As part of the learning process, students routinely receive effective or meaningful feedback on their standing relative to unit learning targets. There is also time for students to self-assess.

Assessment data is routinely analyzed to inform instruction and improve student learning.

What is the purpose of grading?

Reporting (grade book) is organized around strands and benchmarks. It is used to track student progress toward meeting or exceeding unit learning targets.

The purpose of grading is to describe how well students have achieved specific learning expectations based on evidence gathered from an assignment, assessment, or other demonstration of learning. Grades are intended to inform parents, students, and others about learning successes and to guide improvements when needed.

What is the difference between product grades and process grades?

Product grades are summative in nature and reflect on final evaluations of benchmark- based content and  skills mastered during a specific learning period.

Process grades are formative in nature and reflect on final evaluations of behavior as it relates to social-emotional and academic performance during a specific learning period.

What will not change?

  1. We will still have letter grades
  2. We will still have GPA
  3. We will still have academic honors
  4. We will still have transcripts
  5. We will still have what is needed for college admissions and scholarship applications

How is SBG different than traditional grading?

Traditional Grading Standards-Based Grading
Grades comprised of averaged weighted categories Grades connected to standards
Achievement, effort, attitude, and behavior all factors Achievement is the only factor
Every grade recorded with minimal support for re-assessment Most recent assessment information used
Averaging all grades Various forms of data collected
Homework added to final grade average Specific feedback given on homework rather than grades
Late work penalties appear in final grade Late work habits reported in process grades
Grades are permanent without redo options Teachers use redos to strengthen student learning
Extra credit used to raise a poor scores Extra credit used only to improve learning
Consequence for late work can be a zero Consequence for late work is doing the work
Emphasis on getting a letter grade Emphasis on learning
Focus on differentiating talent Focus on developing talent


What happens when weighted categories are averaged?

Two students receive the same grade but Student B clearly understands the material while Student A is a hard worker but does not have a good grasp of the material.  













  1. 同樣是用字母等級評分
  2. 同樣有GPA成績 (Grade Point Average「在校平均成績」)
  3. 同樣會有學業榮譽獎項
  4. 同樣有成績單
  5. 同樣會有大學入學和獎學金申請所需的資料


傳統評分 標準本位評分
成績是加權後的平均 成績與學習指標有關
成果、努力、態度和行為都是因素 成果是唯一因素
每個被記錄的成績很少有二度評量的機會 使用最近期的評量資訊
平均所有成績 收集了各種形式的數據
最終成績平均包含家庭作業 家庭作業會得到特定的反饋,而不會反映在成績上
遲交功課的懲處反映在總成績上 習慣性的遲交作業反映在學習過程的成績
成績是不變的,沒有更改的機會 老師利用重做功課的機會加強學生學習
加分題是為了提高分數 加分題是為了促進學習
遲交功課的後果可能是零分 遲交功課的後果就是把功課完成
以拿到字母等級評分為重點 以學習為重點
專注於才能的差異 專注於才能的發展




家庭作業 100% A+
報告 77% C+
隨堂小考 75% C
大考 73% C-
課堂參與 93% A
成績 83% B



家庭作業 50% F
報告 93% A
隨堂小考 100% A+
大考 100% A+
課堂參與 67% D+
成績 83% B