As the argument goes, all of the second chances, the "lack of accountability" and the disregard for timelines leave students unprepared to navigate the realities of life in the "real world". Some would argue that if we, as adults, ignore deadlines we would eventually be fired. While that may be true in some cases, the idea that deadlines don't matter in standards-based grading is a myth. The concern among teachers and parents about real-world preparation is very real however. The truth is that we should all be concerned. School is not a place to make students experience an early version of adulthood, but we would be remiss if we didn't pay attention to the potential impact our practices have on a student's ability to succeed after graduation. The limitation of the real-world argument is that students cannot learn every life lesson before they graduate from high school. As well, if we proclaim the importance of these life lessons, habits, and characteristics, then we need to be purposeful about teaching them rather than waiting for arbitrary missteps by students to provide an opportunity. If these skills are so critical to the success of our students after graduation, then leaving it to chance is not an option and we should be teaching and assessing proficiency in those skills the way we teach and assess our curriculum.
The most productive growth environments in the workforce are supportive, strength-based, and often personalized. They are the ones where employees see constructive feedback as a source of empowerment rather than criticism. Sure, not all work environments are ideal, but we need to paint a more accurate picture of what the real world looks like and not use scare tactics to ensure compliance. In fact, most of the real-world is standards based. Whether it's a driving test, the bar exam, a pilot's license, employee performance reviews, or any other number of personal or professional credentials for employment, they are also often grounded in the same principles as standards-based grading; either a person meets the standard or doesn't.
To become successful adults, students need to learn how to manage their time, be respectful, maximize their efforts toward a task, and be dependable members of a team. We believe that the best preparation for success tomorrow is success and confidence today. Scaring students about the future is counterproductive. Many high school students are currently employed part time. Some of those students whose assignments are always late are the same employees who never miss a shift at their job. Some of our students are already in the "real world" and are actually quite successful. It's one thing to raise authentic concerns over the long-term implications of any change in practice; it's quite another to raise anxieties to irrational levels through fear about what students might experience in the future.
No one wants students unprepared for life after high school, nor does anyone want students to be irresponsible. The intent of more sound grading practices is to create a culture of learning that yields accurate information about student proficiency. In a standards-based school, students are held accountable, responsibility is important, and deadlines matter. Those behaviors are simply not impacted in the grading of learning. Although every new implementation has it's wrinkles to iron out, we are working to ensure that student grades reflect learning.
