Mastery Grading in AP® Part 1: Why Mastery Grading?

K.Schertz
Saugus High School

After 17 years of teaching AP ^® Environmental Science with success, I realized two years ago that the kids have changed, technology has changed and I needed to do something different. I began my journey 2 years ago to Mastery Grading, but did not go all-in with mastery grading until last year. 

Like all good teachers, I’ve taken ideas from many sources and adapted to my classes. I’ve used ideas and templates from workshops I attended through my district including “Grading Smarter, Not Harder” by Myron Dueck and “Fixes for Broken Grading”. I’ve also used ideas from other school districts and teachers and collaborated with another science teacher at my site to develop what I do. 

Note: In the middle of my writing this post, the results from the last AP ^® Exam came in and I am a little shocked. Global scores increased in 2025 due to adjustments from the College Board by approximately 28% (I used percent change to calculate). My pass rate followed with approximately a 29% increase. BUT, my number of 5’s increased by 121%! That is 3X higher than the global rate. My students this year were normal AP students at my school in ability and effort so I hypothesize that mastery grading contributed to this jump. Of course, I need more data in subsequent years to analyze as well. 

What is Mastery Grading? 

• Grades are based on individual student understanding of learning targets.
• “Practice” work is not part of the grade (including homework).
• Retakes are available of assessments.
• Better (more fair) grading scales.

• Similar to Standards-Based Grading
  • Standards-based has report cards with standards on it. Mastery grading is used if your school/district does not report grades based on standards.
• Similar to Equity Grading
  • Equitable grading means accurately describing their achievement and channeling empathy for students—not into reduced expectations but through actions that truly improve their learning: additional supports, relevant and engaging curriculum and instruction, and multiple pathways to access and demonstrate learning. (From this article on EdWeek)

Why Mastery Grading?

In traditional grading:

• Students, teachers and parents, don’t really know what lessons have been mastered- only a general chapter or unit.
• Difficult to understand what skills are mastered.
• Most homework (and often classwork) is now copied or AI is used. 

• Traditional Grading can lead to grade inflation

Mastery Grading

• Builds confidence in students that they know certain skills.
• Builds more positive attitudes toward the content being taught.
• Easier for teachers to justify grades based on “Student Understanding” rather than turned in work.
• Prepares for the real world when skills matter.

The Practice of Mastery Grading

• Most class time and homework is spent practicing the skill or content knowledge. 
• Students apply material through labs, readings, worksheets, and discussions with scaffolding. 
• Constant revision of work. (Practice Work and Formative Assessment)
• Mastery Checks (Summative Assessment) through Content/Reading Quizzes and Unit Exams.
  • Measures individual learning
  • Needs to be easily assessed
  • Provides opportunity for reassessment

Three Parts of Mastery Grading

1. Learning Targets (Objectives, standards etc)
   • Specific and measurable
   • This is an example for Unit 1 in AP^® Environmental Science
2. Grades based on evidence of individual learning and understanding. 

• Students’ grades are based on evidence of individual learning and understanding. 
• More frequent assessment and students are allowed one re-take
  • This is a product for AP^® Environmental Science which has 1000+ questions for quizzing
• “Practice” (homework, classwork) is worth 0% of the grade. 

3. Fair Grading Scale

• I use a 14 point grading scale
• Similar to a 4-point grading scale, but allows for more nuances in performance.
• We looked at 4-point, 8-point etc and liked this one the best. 

Mastery Grading is a gradual process as its too much on any one teacher to do in one year or on their own. Collaboration and baby steps are important to be kind to yourself. Keep reading next week for more information.

I will post the following over the next few weeks:

Part 2 covers Learning Targets/Goals/Objectives.
Part 3 covers different grading scales
Part 4 covers grading based on evidence of individual learning and understanding along with logistics. 

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