Send the link below via email or IMCopy
Present to your audienceStart 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.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
21CLHK9 Turning Standards-Based Grading Philosophy into Practice
Transcript of 21CLHK9 Turning Standards-Based Grading Philosophy into Practice
(Bloom, 1968; Marzano & Heflebower, 2011; O’Connor & O’Connor, 2009)
Set up JumpRope
Teacher judgment + evidence = good
Arithmetic mean & 100-point scale = bad
grades should not measure effort or organization.
Feedback and grades should support a conversation about a student's learning. Therefore, report performance on discrete standards.
"Update their scores" (reassessment)
80% * 80% = time for a summative
Less is more (for standards)
Most students can reach a high level of mastery
Grading policy: cutoffs, conversions, calculations
Barriers of culture/language
Bloom, B. S. (1968). Learning for Mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1. Evaluation Comment, 1(2), n2.
Marzano, R. J., & Heflebower, T. (2011). Grades that show what students know. Educational Leadership, 69(3), 34–39.
O’Connor, K., & O’Connor, K. (2009). How to grade for learning, K-12 (3rd ed). Thousand Oaks, Calif: Corwin.
Pollio, M., & Hochbein, C. (2015). The Association Between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model. Teachers College Record, 117(110302), 1–28.
Reys, R., Wasman, D., Reys, B., Lapan, R., & Holliday, G. (2003). Assessing the Impact of “Standards”-Based Middle Grades Mathematics Curriculum Materials on Student Achievement. Journal for Research in Mathematics Education, 34(1), 74–95.
Riordan, J. E., & Noyce, P. E. (2001). The Impact of Two Standards-Based Mathematics Curricula on Student Achievement in Massachusetts. Journal for Research in Mathematics Education, 32(4), 368–398.
1. Evaluate with my administrators and parents whether this is politically feasible to do in my classroom.
2. Keep reading about SBG and iterating my policy.
3. Learn more about JumpRope or find another gradebook program that will fit my policy better.
4. I don’t plan on doing this in my classroom.
www.jumpro.pe, sign up for Classroom Edition
Enter demographic information
Important: Choose grade scale
Agree to ToS