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21CLHK9 Turning Standards-Based Grading Philosophy into Practice

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Matt Kelsey

on 6 March 2017

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Transcript of 21CLHK9 Turning Standards-Based Grading Philosophy into Practice

Create Your Own Policy
(Bloom, 1968; Marzano & Heflebower, 2011; O’Connor & O’Connor, 2009)
Set up JumpRope
Policies
& Tools

Teacher judgment + evidence = good
Arithmetic mean & 100-point scale = bad
Academic
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)
Reassessment policy
80% * 80% = time for a summative
Less is more (for standards)
Most students can reach a high level of mastery
Choosing standards
Grading policy: cutoffs, conversions, calculations
Tradition
Parent expectations
Barriers of culture/language
College admissions
Theory
Research
Evidence
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.

GradeCam
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
Questions?
Full transcript