I would say that SBG is neither merely a revamp of traditional grading, nor is it really similar to ungrading. Or at least -- it's a revamp in the sense that all alternative grading is revamping traditional forms; and it's similar to ungrading in that it holds to the Four Pillars model.
We consider SBG to be alternative since it conforms to that Four Pillars model (which you can find mentioned in a bunch of articles here) whereas traditional points-based one-and-done assessment does not.
Thank you for your comment. While I agree with Robert's answer, it may also be a question of perspective. As far as I understand, SBG is becoming more common accross schools in the USA. I also know that it is the state-approved approach in Ontario (https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf), our close Canadian neighbor.
However, in Quebec schools, using SBG is, in itself, an alternative practice, if not a revolutionary one compared to the (even more) traditional sum of points. This is why we yearn to talk about it locally, and why we bundle it with other alternatives, such as specifications grading and ungrading.
This is great to see that work being done across the school.
I am wondering why standard-based grading is equated to an alternative to traditional grading or something that is similar to un-grading.
SBG is pretty much a revamp of traditional grading, same animal, different clothes.
I would say that SBG is neither merely a revamp of traditional grading, nor is it really similar to ungrading. Or at least -- it's a revamp in the sense that all alternative grading is revamping traditional forms; and it's similar to ungrading in that it holds to the Four Pillars model.
We consider SBG to be alternative since it conforms to that Four Pillars model (which you can find mentioned in a bunch of articles here) whereas traditional points-based one-and-done assessment does not.
Thank you for your comment. While I agree with Robert's answer, it may also be a question of perspective. As far as I understand, SBG is becoming more common accross schools in the USA. I also know that it is the state-approved approach in Ontario (https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf), our close Canadian neighbor.
However, in Quebec schools, using SBG is, in itself, an alternative practice, if not a revolutionary one compared to the (even more) traditional sum of points. This is why we yearn to talk about it locally, and why we bundle it with other alternatives, such as specifications grading and ungrading.