STANDARDS-BASED GRADING November 5, 2015 MATES Parent Informational Night.
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STANDARDS-BASED GRADING
November 5, 2015MATES Parent Informational Night
Standards-Based Grading
https://www.youtube.com/watch?v=E7m4762pjH8
Learning
Goals
Assessments
Feedback
American educators have inherited a 100-year old system that was never designed to promote learning
Grading systems remain
relatively unchanged over the past century
Final grades might reflect achievement,
growth, compliance,
effort, behavior, etc.
A letter grade
doesn’t give a lot of clear information about the student
Standards-Based Grading• The transition to new state standards is
shifting practices across education• Rethinking standards, curriculum,
instructional strategies, and… GRADING practices
• Powerful lever for teachers to critically re-examine practices
• A more technical issue than just tallying points• A substantive change that is woven into
everyday work
What is Standards-Based Grading?◦Communicates how students are performing on a set of clearly defined learning targets called standards
◦Identifies what a student knows, or is able to do, in relation to pre-established learning targets
◦Standards-based report cards give a grade for each learning target
◦Students receive multiple grades in each subject area
◦Each subject is broken into several categories
◦Under each category is a list of skills each student should be able to do and a grade to show how each student is doing
◦Each grade on the report card represents a skill or knowledge standard the student has had the opportunity to learn
◦Provides a meaningful snapshot of academic achievement
MathOperation
s and Algebraic Thinking
Multiplies and
Divides Within
100
Third Grade Report Card
Fifth Grade Report Card
Math
Numbers and
Operations
Multiplies and
Divides Fraction
s
How Does Standards-Based Grading Differ from Traditional Grading?
Traditional Grading System Standards-Based GradingScores for entire grading period are averaged together
Measures student’s mastery of grade-level standards by prioritizing the most recent, consistent level of performance
Early low scores are averaged together with more proficient performance later in the course, resulting in a lower overall grade than current performance indicates
A student who might have struggled at the beginning of a course, when encountering new material, may still be able to demonstrate mastery of key concepts by the end of the grading period
Variables such as effort, participation, timeliness, cooperation, attitude, etc. may all factor in to a student’s grade
Separate academic performance, work habits, and behavior to provide an accurate view of student’s progress in all areas
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Average Score
Traditional Grade
55% 65% 75% 85% 95% 75% C
How Does Standards-Based Grading Differ from Traditional
Grading?
Assume Units 1-5 build progressively on one concept, and Unit 5 is a cumulative test.
Has this student met the standard?
Have they met their goal?
The key question is, “What information provides the most accurate depiction of
students’ learning at this time?”
In nearly all cases, the answer is, “The most current information.” If students
demonstrate that past assessment information no longer accurately reflects their learning,
that information must be dropped and replaced by the new information. Continuing to rely on
past assessment data miscommunicates students’ learning.-Thomas R. Guskey
How Are My Child’s Marks Determined?
A series of assessments – both formative and summative
Practice assignments and homework are for practice and serve as feedback and instructional support for both students and teachersTeachers may require students to complete practice work before taking or re-taking an assessment
The end-goal is mastery of all grade-level standards
What Do Each of the Numbers in the 4 - Point Scale Represent?Mark Meaning
4 – Exceeds the Grade Level Standard
Indicates that a student exceeds a standard by consistently demonstrating an advanced level of understanding and/or the ability to apply their knowledge at a higher level
3 – Meets the Grade Level Standard
Indicates that a student has independently achieved the standard by demonstrating mastery of the standard
2 – Approaching the Grade Level Standard
Indicates that a student is developing an understanding of a standard, but may be in need of additional instruction and/or support
1 – Does not meet the Grade Level Standard
Indicates a minimal understanding of a standard or the student shows limited evidence of understanding the standard
What Do Each of the Numbers in the
4 - Point Scale Represent?
I did all that was asked of me and much more; that’s how I
earned a 4.I did all that was asked of me;
that’s how I earned a 3.I almost did all that I was
supposed to do; that’s how I earned a 2.
My work lacks effort, and is not done; that’s how I earned a 1.
-Mrs. Lara
4-Point Scale
4
3
2
1
100-Point Scale
100
90
80
70
60
0
1
1
1
10
10
10
10
60
The four-point scale is a rational system, as the
increment between each letter grade is
proportionate to the increment between each numerical grade – one
point.The common use of the
zero today is based not on a four-point scale, but on a
100-point scale. This defies logic and mathematical
accuracy.-Dr. Douglas Reeves
Do The Math!
Is it Possible to Achieve a Grade of 4?Yes, Teachers’ lessons and
assessments will offer opportunities for students to
excelHowever, a score of 4 indicates performance that is consistently above what is expected for mastery
at that point in the school yearLevel 4 would indicate a much deeper understanding of a
standard, the ability to apply that knowledge, make connections, and extend learning beyond the targeted goal
Remember that a 4 is not the same as an A
How Does this Relate to an A-F System?
Cannot compare a traditional
grading system to standards-
based grading
A 3 is not the same as a B, a 4 is
not the same as an
A, etc.
Standards-based
grading identifies a standard
and indicates
whether or not a
student is meeting
the standard at
a given point in the school year
A 3 is defined as meeting
grade level standards
and indicates
that a student has demonstrated mastery of the skills that were
expected to be learned
by that point in the
grading period
Goals• All teachers use improved methods of
standards-based grading tied to state standards
• Throughout the school, grading and instructional practices are more accurate, fair, and understandable to students, parents, and school staff
• There are stronger collaborative relationships among staff and a greater sense of efficacy among teachers
For Teache
rs:
Goals• Students can describe
expectations for performance and their own place on that trajectory
• They have a greater sense of agency and efficacy about their academic performance
• They have a stronger sense of hope in their own success and of trust in their teachers
For Studen
ts:
Standards-Based Report Card
Consistency K-2 and 3-5
Standards-based
1, 2, 3, 4 in all grade levelsWording matches the Smarter Balanced scoringSeparate marks for behavior and work habits
Where Can I Find More Information?
◦California State Standards:http://www.cde.ca.gov/be/st/ss/
◦Study Those Who Study What Works:Chappuis, Stiggins, Arter & Chappuls, Assessment for Learning: An Action Guide for School
Leaders (2009)Cooper, Redefining Fair: How to Plan, Assess, and Grade for Excellence in Mixed-Ability
Classrooms (2011) Depka, Bringing Homework Into Focus: Tools and Tips to Enhance Practice, Design and
Feedback (2014) Guskey, On Your Mark: Challenge the Conventions of Grading and Reporting (2015)Guskey, Implementing Mastery Learning (1996)Marzano, Formative Assessment and Standards-Based Grading: Classroom Strategies that
Work (2009)O’Connor, How to Grade for Learning: Linking Grades to Standards (2002)Reeves, Elements of Grading: A Guide to Effective Practice (2010)
Final Thought…Celebrate LEARNING,
and use grades as one
measure of your child’s
progress
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