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Standards Based Grading
Transcript of Standards Based Grading
Most people in Education today grew up using it.
People don't like to change.
Most assume its the best way because they've never seen another way. But enough metaphors . . . What Should a Grade Represent? Mastery? The 100 point scale we use now is a weighted average of several categories, which are averages of grades of similar types of works (tests, projects, homework, classwork) that may have been adjusted to reflect punctuality or raised (with a ceiling) if correctly revised. Effort? Completion? Grade can be directly affected by:
Completion grading tendencies
Late work policies
Test grading tecniques
Grading schedule Easy! Several Kindergarden report cards from a google search . . . They actually contain . . . MEANINGFUL INFORMATION So If a Student has a Low Grade, it means . . . Not turning in work? Not comprehending? Turning in work late? Doing work, but failing it Completing work, but failing it Doing work, but not completing it. Does well on classwork, but fails tests. Does well on tests, but doesn't do homework. Didn't turn in that major project. How can a grade do this? Go back to kindergarden! Which I guess we should get to now! The 4.0 Scale 4.0 : Advanced 3.0 : Proficient 2.0 : Basic 1.0 : Below Basic Half-point, third-point, or even quarter-point scores can be given. Need more precision? Side Note The 100 point scale is far too precise. Is there a significant difference between a 85 and an 86 on a report card? Using the Scale Take a TEKS and rephrase into an understandable Learning Goal, such as: Students will be able to differentiate inheritable traits from noninhertiable traits in real-world scenarios. Students will be able to discuss how heritable traits and noninheritable traits affect one another. What would show the student has gone beyond what was taught in class? Students will be able to recognize accurate statements about isolated examples of inheritable and noninheritable traits. What would show a basic, beginning level of understanding? 4.0 3.0 2.0 1.0 0.0 Score of 1.0 communicates that the student needed help to be successful at score 2.0 or 3.0 materal. Score of 0.0 communicates that even with help, the student did not show success. (Not used for incompletion) My First Six-Weeks Learning Goals Student Progress Sheet Students can clearly see
what is required for each score. Progress Tracking is Essential That's the Why and the What, now to the HOW! Formative Assessment Obtrusive Unobtrusive Tests Interrupt the normal flow of classroom activity.
Projects Based on Observations No interruption. Student may be unaware!
Student Generated Student suggets a way to show their level of understanding.
All can be used! Obstrusive isn't necessarily bad.
Not all student generated assessments will be acceptable.
Use the one that most accurately shows the student's true score. How Many Grades Do We Record Currently? In the current 100 point system, at least 12 grades must be in the grade book each six-weeks. If a teacher has 120 students . . . That's . . . how many grades? 1,440!!!!!! That's how many a year? 8,640!!!!!! If you took 20 grades a six-weeks (more common) . . . 14,400 (no exclamation points necessary) How about Standards Based? Two Possible Approaches Summative Score Assigned at the End of the Grading Period Not the average of the formatives, nor automatically the last formative.
Students track throughout the unit.
Summative score should be best estimate of student's true score based on the formative score trend.
Simple grid form can be used for teacher record. Whole class moves up scale (2.0, 3.0, 4.0) at same pace.
Assessments have a specific score associated with them.
Easy for planning and record keeping, but not as individualized for the students (obviously) Whole Class Progresses as One Final Word The 100 point scale tries to cram too much info into one number. Standards-Based reports mastery of specific Learning Goals The 100 point scale requires the teacher to process at least 8640 grades in 180 work days (that's 48 grades per day). Standards-Based records only assessments of learning, and can separately report work completion and participation. The 100 point scale makes the grade the focus and the goal. Standards Based makes learning the focus and the goal. Yeah . . . but . . . What about late work or missing work?
You could treat this as a behavior you can assess, score, and report to parents.
If it affects their learning, the score on assessments will be auto-matically lowered without you doing anything. We must separate getting a grade from the reason for working.
“Why am I doing this if I’m not getting a grade?”
“To Learn”, “To Practice”, “To Make You Think”, or “To Show Me What You Know.”
Feedback should always be given, but it can be done in many ways.
Work Completion can be reported separately from mastery measurements. If we don’t grade everything and count most grades, then students will have no reason to do the work!
Students can be assessed in a variety of ways: tests and quizzes, an interview, a discussion, an observation, a demonstration, or something the student generates to prove their level of mastery.
Based on multiple assessments, we can come closer to measuring students’ actual true grade What about test retakes and make-up work?
Yeah, this could be scary for them.
Communicate details of system early and often.
Once they understand it, they should like knowing specifically how their students are learning. What about parents?
Questions on tests and quizzes are rated from 2.0 to 4.0.
Whichever level of question they are consistently able to answer is their score.
Project rubric scale should align with the Learning Goal scores.
The project is scored based on the level of understanding it shows.
Teacher can ask probing questions to get more information about the students' level.
Student may demonstrate score 3.0 level acheivement during independent practice.
During tutorials, you notice a student making high-level connections beyond what was taught in class.
Extra Project to demonstrate advanced knowledge.
Coming to tutorials to do extra practice.
Having a discussion or interview about the topic.
Writing an essay about how they applied what they've learned in their real life.
Summary of a Discovery Channel documentary.
But how will we keep track of all those assessment scores? this intentionally inefficient jumble of letters.
(The semi-colon on the home row? Really?)
Based on Marzano's "Formative Assessment & Standards Based Grading" (2010) A Brief Why, What, and How of by Andrew Morris Why? What? How? Just like . . . So do I have to come up with all new assessments and do a different one for each TEKS?
You can probably use the same formal assessments you have with a few tweeks (like grouping questions to make scoring quicker).
Match each question to one of your Learning Goals and rate it as 2.0, 3.0, or 4.0 according to your Scoring Guide.
If your assessment has questions from multiple Learning Goals, give a score for each.