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Parks, the university’s registrar, says this allowed the university to “deepen and expand” the experiences on the transcripts, capture more data and clean up a lot of the data that existed in the system.

“Fewer and fewer places are requesting the academic transcript, they’re really only used for graduate school,” Parks says. “So our thought process was, let’s make a transcript more meaningful.”

One of the things Elon noticed was that its African American male students didn’t become as engaged in the five co-curricular experiences Elon tracks (which are leadership, service, internships, global engagement and undergraduate research) until their third year at Elon, compared to their white peers who got involved in similar activities sooner.

The solution, he said, hinged on work faculty members did to “deconstruct” traditional courses. They mapped the learning outcomes from those three-credit offerings to competencies in the new online programs.

a consortium to design, test, and ultimately scale a new high school student transcript that can replace the traditional grade-based resume.

hey have started to design what the ultimate resume will look like.  And most critically, they have already gone out to college presidents and admissions officers to get user feedback.

The focus of Carter’s meeting and many other students like him are a result of a fundamental redesign that the school underwent over these last three years when it adopted a competency-based grading and reporting system

Today, each teacher assesses students on a set of course-based and school-wide competencies using a common set of grading guidelines that promote the use of formative and summative assessments, the use of reassessments, and the understanding that students cannot opt to “take a zero” for choosing not to complete an assignment. At Sanborn Regional High School, progress toward meeting these competencies and course grades are all reported on competency-based report cards and transcripts. All of these new philosophies have helped to change IEP meetings like the one I attended for Carter.

Our grading philosophy stipulates a clear distinction between “academic grades” and “behavior grades.” In IEP meetings, this shift in philosophy has allowed our professionals to better address the most fundamental principles of school:  Identifying what we want kids to learn, how we will assess them on this learning, and what we will do when they didn’t learn or already know it

For example, in high school, each subject teacher gets one line to present a letter grade or a number grade (sometimes without any kind of precision or explanation as to what the criteria is) and up to three pre-written comment codes to help explain the grade. Often, these pre-written comments don't have anything to do with quality of work or skill level, but focus on behavior and compliance.

happens three times a year in many schools.

parent/teacher conferences