Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Standards Based Grading

Presentation and story on how I came upon my standards based grading system.

Nathan Porter

on 3 June 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Standards Based Grading

How changing a grading system drastically changed my teaching. Standards Based Grading I wanted to: "Teaching starts with content specific learning objectives." Give better feedback by... "With my learning objectives in place, I can decide how I can assess that my students have reached these learning goals that I have set." "The aligned assessment can then lead me to how I am going to instruct my students." "Assessment is an essential part of the learning process for students." "Assessment allows me as a teacher to see the progress of my students throughout the school year." "Student learning is encouraged and improved through meaningful feedback." "Assessment of students work is an essential way for me to receive feedback on my teaching to ensure that I am meeting all students’ needs. " Student Thoughts Motivation Represent Useful for.. "Wow" "Grades motivate me because I compare myself to my classmates, my brother, and my parent’s standards." "Coming from Montessori schooling into a more traditional schooling, I can say grades mean very little to me, and the knowledge I gain from a class is much more valuable." "Grades are helpful to my education in that they motivate some students to learn more material, however, sometimes it has the exact opposite effect and they inspire children to give up and just stop doing work once their grades start slipping. Some people believe they already ruined it for themselves, so there’s no point in trying to pick the material back up." "Grades do motivate me in a way. I’ve always gotten good grades so I strive to continue that." "Grades do help me learn, but they motivate me to do anything I can for a good grade sometimes, which isn’t beneficial." "Grades do motivate me, but it depends on what they are. High grades push me to achieve more, while lower grades just make it harder for me to give a shit." "Grades are a rank or value that shows how well or terrible you are doing in a class. " "Grades are percentages or fractions that represent the amount of effort and/or correct answers students provide for an assignment." "Grades are a system to let an individual know how smart or stupid they are." "Grades are part of the educational system. They are meant to place and express ones overall success at learning and understanding the information they are taught." "Grades are a number value assigned to students based upon how well a student meets the criteria a teacher has given." "Grades are a system of ranking based on how well schoolwork is done." "Grades are ideally a way students are evaluated to see how much information they know on a particular topic." "Grades are a form of categorizing how intelligent a person/student is." "Teachers give grades because they like to know how well students are comprehending information they teach. They do not really have a benefit to students except that they are important for getting into college and getting scholarships." "The teachers give grades to demonstrate the work done." "Grades are meant to inform people of how much they know on a subject." "Teachers give grades in order to assess how well students perform and so that the state and colleges can quickly assess a single student or a whole student population’s level of achievement." "I think teachers give grades to give feedback to a student and show them how well they are doing and where they need to improve." "In this day and age, I’m deeply disappointed with how our education system operates. It is a flawed hierarchy which segregates students by state and district, pinning them against one another to perform at the ‘highest level possible.’ In reality, education has little to do with actually learning, and more to do with playing by the rules. School is all one big game; grades reflect performance, teachers or curriculums shape the rules, and the game is divided into four quarters and a championship. In the eyes of someone who has been in public education for the last 6 years, I can say that our schooling system is less concentrated on educating young minds and more concentrated on the competition of it all to go to a good college, get a job, and live happily ever after." Giving students a clear idea of what they need to learn. Grading students on how much of the material they learn. Allowing students to make mistakes. Allowing students to learn at their own pace from those mistakes. What do grades say? What does a score of 83 on a quiz mean? What does a "B" tell a student? Did the quiz cover more than one learning standard? What does the 83 tell the student about what learning goals they have or have not met? Purpose of Grading To motivate? To punish? To sort? "This homework is graded so you have to do it." "Class you misbehaved today so today's classwork will be collected and graded." "Extra credit if you complete this assignment" "My students have not been working hard so I am going to make this quiz difficult." Document student progress Provide meaningful feedback to students, parents, and teachers. Inform instructional decisions 100 Point Scale: Hypothetical Situation: 3 section assessment Chris P. Bacon took the assessment and answered as follows
A: 10/10 multiple choice questions correct
B: 2/4 items correct
C: 0/2 items correct Finally, Standards-Based Grading! I no longer grade on a "points" or percentages for assessments. I give students a 1-4 on each standard. About 5-10 standards usually make up a unit. 4 Advanced Understanding "Wow you got it and then some!" 3 Proficient Understanding "You go it!" 2 Developing Understanding "You are on your way." 1 Little evidence of understanding How do students get a letter grade? 80% of grade is their standards, 20% is labs. Student Initiated Assessment Students are allowed to reassess anything and everything as many times as possible within the grading period. Students must fill out a form to reassess Students must make corrections on their previous assessment Students must do some additional work or practice to reassess. In Summary: Students receive better feedback on assessments. My instruction is more aligned with student learning. Students are "forced" to learn the material through reassessments. In my opinion student learning is encouraged more than it would be in a traditional grading system. Student Responses: "This system definitely helps me fix my errors." "I think that the new grading system works because it is a more accurate way of grading and it provides more feedback." "This new grading system helped me see which sections of the unit I knew best so I know what I did well and what else I had to study more so I could try them again." "I like this grading system much better because with this one I'm held accountable for knowing the material. The other way I could get away with not doing work. Ever. KEEP IT THIS WAY!" "I really enjoy this new grading system; I feel like it almost forces me to learn the material and I perform better because I learned the information." "I do find this very helpful because it reflects more on trying to help me learn instead of taking one test or quiz without a chance of redemption." A: 10 multiple-choice questions that are factual in nature but important for the topic. B: Four short constructed-response items that require students to explain principles or give examples of generalizations as presented in class. C: Two short constructed response items that require students to make inferences and applications that go beyond what was presented in class.
Full transcript