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Campbell, Jennifer - Proseminar Research Presentation

Standards-Based Grading
by

Jennifer Campbell

on 10 July 2013

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Transcript of Campbell, Jennifer - Proseminar Research Presentation

Standards-Based Grading:
A Study of Student Motivation and Performance
Jennifer Campbell
A-F letter grades
Reflects behavior/compliance
Unclear picture of abilities
Arbitrary grading practices
Traditional Grading:
Standards-Based Grading
Proficiency ratings based on Common Core
Demonstrates skills mastered
Students feel success
Compares student to him/herself; not others
Sub-problems:
2. Students will demonstrate acquired knowledge of skills by applying principles to increasingly complex cognitive tasks.
3. Students will demonstrate greater engagement and ownership in their learning.
1. Student motivation will increase as proficiency skill levels are demonstrated and the reliance on a standard letter grade disappears.
Student motivation will increase as proficiency skill levels are demonstrated and the reliance on a standard letter grade disappears.
Literature
Review

Current, timely discussion topic
Variables: school size - larger schools= more motivated
SBG puts students in charge - keep working until proficiency is accomplished; students feel more successful and more motivated
Dropping the lowest grade or manipulating grades does not reflect student knowledge
Research Design
I can evaluate the sounds of the reasoning used and the relevance and sufficiency of the evidence given.
I can understand and describe a speaker's argument and specific claims.
7th, 9th, 11th grade

Two periods each; approximately twenty students each period
Benchmark:
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Purposes for lessons - Common Core standards and benchmarks, (district-level I Can statements):
Results
Conclusion
How to increase motivation?
No zeros... successful?

Intervention time adds to motivation
Students will demonstrate acquired knowledge of skills by applying principles to increasingly complex cognitive tasks.
Literature
Review

Homework: practice, not test
Clearly communicate; students free to move on individually = more concentration on higher level cognitive tasks
Respectful, rigorous, and relevant - "providing real-time progress updates”
Students will do homework "if it is closely tied to the learning objectives"
Results
Conclusion
Strive for rigor...
Transferring skills from class to class challenging; teaming up helpful

Is Bloom's being utilized in every lesson plan?

Value of homework from my perspective/students' perspectives.

Formative assessments frequent; skills only truly assessed based on summative assessments
Students will demonstrate greater engagement and ownership in their learning.
Literature
Review

Focus on mastery of skills, not behavior, fosters authentic engagement.
High achieving sometimes more frustrated due to not seeing the A as usual
Redo = less pressure = more engagement
Engagement varies by interest and learning levels
Results
Conclusion
Engagement and ownership ultimate obstacles
From recall to create - how to foster engagement?

Ownership of skill demonstration and mastery even more relevant with 1:1 access
Personal Growth
Bloom's Taxonomy
Homework - purposeful, relevant, formative
Accessible literature
Final conclusion: modified grading; mixture of both standards (I Cans) and grading scale
(National Governors Association [NGA] Center for Best Practices & Council of Chief State School Officers [CCSSO], 2010)
Sub-Problem 1:
"Mask [students] level of understanding with their attendance, their level of effort, or other peripheral issues” (Scriffiny, 2008, p. 72).
“Grades should reflect only what a students knows and is able to do” (Erickson, 2011, p. 66).
(Horyna & Bonds-Raacke, 2012)
(Gordon & Fay, 2010, p. 94)
(Fisher, Frey, & Pumpian, 2011, p. 48)
Sub-Problem 2:
(Simon et al., 2010, p. 547)
(Erickson, 2011, p. 68)
(Scriffiny, 2008, p. 73)
Sub-Problem 3:
(Solomonides, 2012)
(Dappolone, 2011, para. 20)
(Potts, 2010, p. 36)
Full transcript