Kickstart Based upon your teaching experience, write a one sentence definition for each of the following letter grades. What does the letter signify? A= B= C= D= F= Take a minute and define each letter. Share out at your table when everyone is finished. What do these grades tell you about what students learned?
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Based upon your teaching experience, write a one sentence definition for each of the following letter grades. What does the letter signify? A= B=
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Kickstart Based upon your teaching experience, write a one
sentence definition for each of the following letter grades. What does the letter signify?
A= B= C= D= F=
Take a minute and define each letter. Share out at your table when everyone is finished.
What do these grades tell you about what students learned?
Standards Based Grading
Learning Targets Understand the differences between the
traditional grading system and standards based grading
Identify the key components of initializing SBG in your classroom
Before you leave today, you will: Create your own definitions of mastery Set up your grade book categories and
percentages
Quick Overview Read the article “Seven Reasons for Standards
Based Grading.”
Respond to the text: *: Ideas, concepts, or comments you like. X: Ideas, concepts, or comments you disagree
with ?: Ideas, concepts, or comments you have
questions about
Differences At A Glance Traditional Grading
System Based on assessment methods
(tests, homework, quizzes, etc)
Usually one grade per assessment
Uses an uncertain mix of assessment, achievement, effort and behavior to determine the final grade. May use late penalties and extra credit.
Everything goes in grade book, regardless of purpose
Standards Based Grading
Based on learning goals or standards
One grade per goal/standard
Measures achievement only OR separates achievement from effort/behavior. No penalties or extra credit given.
Selected assessments (tests, quizzes, projects, etc.) are used for grading purposes
Adapted from O’Connor K (2002). How to Grade for Learning: Linking grades to standards (2nd ed.). Thousand Oaks, CA: Corwin Press.
How do I begin? Create meanings for the grades in your classroom. Set up your grade book.
o Determine which standards you will teacho Determine your definition of mastery for each of those
standardso Determine the categories for your grade booko Determine the percentages for each category *
• Assessments/Projects should be worth over 60% • Homework should not be graded at all (Viewed as practice) • Formative assessments can be recorded but should not be
worth anything (0%)
* It works best if you can come to a consensus for each subject area.
Identifying Standards
Choose 7-12 standards for a set time period (usually a nine week time period)
Determine how you are going to teach the standards
Determine the number of times you need to assess students and how you will assess them o Quizzeso Class discussiono Writing prompts
Definitions of Mastery
With your table groups, use your original definitions of the letter grades in conjunction with the article to create your own personalized class mastery rubric.
Finalize your definitions and record them on the papers provided.
There are two copies: o One for your recordso One for administration to review
Categories and Percentages
Identify the categories for your grade book, such as: o Homeworko Classworko Projectso Assessmentso Writing Assignments
Now that you have the categories, identify the worth of each category.
Be sure to put your categories and percentages on both pages.
Assessment What do students really LEARN?
Assessments help us distinguish between teaching and learning
Assessments A valid assessment has 4-6 questions for each
learning goal/standard Students who do not achieve mastery have the
opportunity to retake the test o Determine how many times a student can retake the testo Determine the criteria for retaking the test (tutoring session
or practice assignments) o Determine the maximum points you will allow students to
earn on a retake
Accommodations: Since all students are given opportunities to retake tests, most of your IEP accommodations are met without taking extra steps.
What I know…What I wish I knew when I
started using SBG
Guest speaker from the middle school
What I plan on changing for next year
Guest speaker from middle school
Want more information?
http://www.fwps.org/cur/sbe/staff/resources/philosophy.html (Articles, books, and websites about SBG)
http://www.wera-web.org/activities/WERA_Winter11/4.8%20CCSS%20&%20Standards%20Based%20Grading%20(1).pdf (in depth PDF about standards based grading)