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Daugherty's Bicycles - Performance Based Learning

bike analogy for standards based grading
by

Kelly Daugherty

on 4 August 2011

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Transcript of Daugherty's Bicycles - Performance Based Learning

Assessment is a demonstration of skill
"Grades" are a record of my skill level Compare any new skill or knowledge set to learning to ride a bike. My current skill level is what is assessed and reported. How well can I ride the bike? It does not matter how many times I fall off the bike, or how long it takes me to learn to ride - what matters is that eventally, I can ride the bike well enough to go places on my own. I know what I want to be able to do, but I find some things confusing. When I try, something doesn’t work right. I need help getting started. This student has gaps in prerequisite skills. Before the student can make progress, these need to be "fixed". No one can learn to ride a bike that isn't put together properly, or has missing parts. This is the 50% as a lowest grade student.These are the students who easily get "left behind" I understand what to do, and some things I can do on my own. In some situations I need extra help. I understand what to do and can do it on my own as long as it’s something I’m familiar with, or not too difficult. I know what to do and feel comfortable on my own. I can navigate new territory. I feel confident in my ability and can face new challenges. I can add my own ideas, perspective, and style into what I do. Sometimes learning a new skill is difficult and frustrating. When I fall, it ‘s tempting to give up. I must choose to get up and try again if I want to be successful. This student is passing (60 - 69%), and needs positive experiences and extra support in order to develop fully. These students feel uncomfortable and self-consious in their ability and are afraid of "falling" Beginning Emerging Developing This is the average, "C" level student who is stable. The student just needs more practice in their skills in order to become more confident and consistent. Proficient This is your "B" student. The student has little problem with new material and concepts, and can learn and work independently. Getting to know this student's specific goals and strenghts and giving opportunities for creative expression will help the student reach full potential. Advanced This is the traditional "A" student who wants to go above and beyond basic abiity and understanding. The student will work out almost any problem his/herself and just needs opportunity, resources, exposure to new expereinces and "coaching". This student can also be encouraged to help and support other learners. Anytime students move toward a higher level, they will experience set backs. Establishing a classroom culture where students are encouraged to take risks and try again is the key to motivating learners. It is important they are not penalized for initial failure if we expect them to stay engaged, and not give up. It is not important how many times students "fall'. What is important is that they continue to strive towards a higher ability level. Not attempted I miss opportunities to demonstrate what I can do because I am distracted or not participating. I miss opportunities to demonstrate what I can do because I am often absent or have trouble staying awake. Until the factors that prevent these students from learning are addressed, the students will make little or no progress. These factors include discipline issues, as well as problems and concerns outside of school
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