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S
tandards-Based Learning (SBL) has become an increasingly prevalent framework in K–12 education, particularly through the work of Marzano and colleagues. By focusing on clarity of learning targets and scales of performance, SBL ensures that grades reflect actual student mastery rather than compliance or effort (Marzano, 2017; Guskey, 2015).
A recurring challenge in secondary education is determining whether P-Scales (performance scales) must be created for every subject, including non-core or exploratory courses. This paper argues that secondary schools should prioritize the creation of P-Scales for essential standards in core content areas while applying simplified rubrics or broad evaluation criteria in non-core subjects
Introduction
Winter ’25
Literature Review
Performance scales are designed to articulate clear progressions of learning from novice to advanced levels (Marzano & Heflebower, 2011). They create consistency in feedback and allow teachers to communicate progress transparently to students and parents.
However, Marzano cautions against overextending the use of P-Scales:
“The focus should be on a limited number of priority standards that represent the most critical content” (Marzano, 2017, p. 33).
“Scales should provide a clear continuum of learning, but schools should avoid the trap of building them for every trivial skill or activity” (Marzano & Heflebower, 2011, p. 24).
In high schools, where students often take seven or more courses per semester, the burden of creating P-Scales for all courses and electives can lead to inconsistent implementation and faculty burnout. O’Connor (2018) emphasizes that “secondary schools must emphasize clarity of learning targets while avoiding unnecessary complexity in elective and exploratory areas” (p. 62). Research also shows that narrowing to priority standards strengthens grading reliability and reporting in high school settings (Townsley, 2019). Guskey (2015) further argues that grades must be both accurate and meaningful to stakeholders such as parents, boards, and universities—something more feasible when focused on essential content.
Application for Secondary Schools
Core Subjects (P-Scale Implementation)
In secondary schools, P-Scales should be created for:
Mathematics, English/Language Arts, Science, Social Studies
Standards tied to graduation requirements, college readiness benchmarks, or state/national accountability frameworks
Priority standards that show developmental progression (e.g., algebraic reasoning, literary analysis, scientific inquiry, civic argumentation)
Non-Core Subjects (Rubrics and Broader Criteria)
Non-core or exploratory subjects—such as art, physical education, music, and technology—often emphasize creativity, participation, or holistic development. Instead of building full P-Scales, schools can employ rubrics and broader evaluation criteria aligned to standards but designed for flexibility.
Examples of Rubrics for Non-Core Areas
Art (Visual Arts Example Rubric)
Creativity
Developing (1)
Proficient (2)
Advanced (3)
Relies on imitation, limited originality
Demonstrates some originality with guidance
Consistently demonstrates unique ideas and expressive choices
Technique
Developing (1)
Proficient (2)
Advanced (3)
Reflection
Basic use of tools/media, frequent errors
Competent use of tools/media, occasional errors
Skilled, confident, and precise use of tools/media
Developing (1)
Proficient (2)
Advanced (3)
Limited explanation of choices
Explains artistic choices with some insight
Provides thoughtful, critical reflection on artistic process
Physical Education (PE Example Rubric)
Participation
Developing (1)
Proficient (2)
Advanced (3)
Inconsistent effort, frequent disengagement
Consistent effort and engagement
Fully engaged, motivates others
Teamwork
Developing (1)
Proficient (2)
Advanced (3)
Struggles to cooperate with peers
Works respectfully in groups
Demonstrates leadership and supports team success
Skill Development
Developing (1)
Proficient (2)
Advanced (3)
Minimal growth in physical skills
Demonstrates progress in targeted skills
Demonstrates advanced skills and applies them in game settings
Physical Education (PE Example Rubric)
Tone Quality
Developing (1)
Proficient (2)
Advanced (3)
Rhythm
Uneven tone, lacks control
Generally clear tone, minor inconsistencies
Consistently clear, expressive tone
Developing (1)
Proficient (2)
Advanced (3)
Frequent errors in tempo/rhythm
Steady rhythm with minor errors
Consistently accurate rhythm and phrasing
Expression
Developing (1)
Proficient (2)
Advanced (3)
Minimal expressive choices
Some use of dynamics and expression
Thoughtful, effective expressive interpretation
Recommendations
- Prioritize P-Scales in core subjects where mastery is tied to graduation and accountability.
- Use simplified rubrics in non-core subjects, focusing on creativity, participation, collaboration, and skill development.
- Align rubrics to state or national standards, but keep them broad enough for flexibility in assessment.
- Communicate expectations clearly to students and parents, emphasizing the difference between skill-based mastery in core areas and holistic development in exploratory courses.
- Review scales and rubrics annually to ensure alignment with both accreditation requirements and local school priorities.
High schools practicing Standards-Based Learning with the Marzano method should avoid the unnecessary burden of creating P-Scales for every course and outcome. Instead, they should focus on P-Scales for priority standards in core subjects while applying rubrics and broad evaluation criteria in non-core areas. This balance promotes clarity, maintains rigor where it matters most, and respects the exploratory nature of secondary electives.
H. Stephen Bralley, M.Ed.
Director of Secondary Education, North American Division
References
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Guskey, T. R. (2015). On your mark: Challenging the conventions of grading and reporting. Solution Tree Press.
Marzano, R. J. (2017). The new art and science of teaching. Solution Tree Press.
Marzano, R. J., & Heflebower, T. (2011). Grades that show what students know: A conversation about standards-based grading. Educational Leadership, 69(3), 34–39.
McCoy, C. W. (2019). Rubrics for music performance assessment: A review of literature. Journal of Research in Music Education, 67(4), 495–512. https://doi.org/10.1177/0022429419876482
O’Connor, K. (2018). How to grade for learning: Linking grades to standards (4th ed.). Corwin.
SHAPE America. (2014). National standards & grade-level outcomes for K–12 physical education. Human Kinetics.
Townsley, M. (2019). Mastery-based learning in secondary schools: Progress and challenges. Journal of Competency-Based Education, 4(2), e01234. https://doi.org/10.1002/cbe2.1234
Wilson, B. (2018). Assessment in the visual arts classroom: Developing rubrics that matter. Art Education, 71(3), 24–31.
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