Grading in a Standards-Based Classroom!

\What is Standards-Based Grading?

Standards-based grading (SBG) is a grading technique in which students are graded based on their progression and growth through pre-determined standards clearly communicated to the students.

Why Standards-Based Grading?

SBG provides POWERFUL learning experiences for students! SBG focuses on EVIDENCE of learning! SBG makes grades/grading MEANINGFUL! SBG supports a GROWTH-MINDSET!

How does Standards-Based Grading Work?

Instead of focusing on end-of-unit summative assessments, SCATR meaningful learning experiences everyday -

Standards - Determine your Standards Communicate CLEARLY communicate standards and expectations with students Assess - Develop meaningful formative assessments tasks Track Devise a method for teacher and students to track progress towards learning targets Reflect - Conference with students to reflect on progress, update goals, and make meaningful real-world connections

Standards-Based Grading and the 10 Guiding Principles

-

Content knowledge, while important, ceases to be the primary learning outcome, becoming a vehicle to support higher levels of thinking (application, analysis, synthesis, evaluation, creation). Deep student ownership and control of learning. Teaching shifts to facilitation. A culture that embraces risk-taking in the learning process believing that sometimes more is learned from failure than success.

Presentation by Cathlee Gallup, Jill Lewis, Erin Marra, Mikhael Reamer, Douglas Thompson, East Hills Middle School, BHS 1/2014 Table adapted from work by Robert Marzano, Thomas Guskey, and Ken OConnor as well as work by Lou Marchesano

Whats The Difference?

Traditional Grading System
The Basics Grades are based on traditional assessment methods (often quizzes, tests, homework, etc.). Expectations are different for different assignments and can often be unclear. Assessments are norm-referenced. Grading Practices Grades are based on a percentage system. Grades are averaged over time. Grades may also include pieces of achievement, attitude, effort, work habits, behavior, attendance, etc. Students earn points to determine grade. Additional points may be earned with extra credit or behavior bonuses (non-academic). Grades are lowered (penalties) for late submission, not meeting deadlines. Includes group scores Everything is scored regardless of purpose. Zeros and Low Scores Zeros are given for missing or incomplete work and averaged in with other grades to determine overall course grade. Zeros are assigned as punishment for academic dishonesty or other behaviors. Second chances may be given in the form of retaking or redoing the exact same assessment task or test. Penalties may be applied on multiple chances (ex. A student can correct missed math problems on a test, but can only earn a maximum score of 80%). Determining a Final Grade Grading records often organized by category (homework, quiz, test, project, essay, etc.). Organized chronologically, though averaged regardless of when the assignment was collected. Assessments vary in quality and dont always target specific learning goals. The teacher makes decisions about grading and gives grades to students.

Standards-Based Grading
Grades are based on learning goals and performance in predetermined learning standards. Learning standards provide clear descriptions.

Assessments are criterion-referenced. Graders are determined based on performance levels in each standard and are determined by professional judgement. Grades are based on recent achievement as learning is developmental and grows over time. ONLY achievement is measured.

There are no points Dont give extra credit or use bonus points seek only evidence that more work has resulted in a higher level of achievement. Dont reduce marks on work submitted late; provide support for the learner. Only individual achievement can count as evidence of learning. Only the most recent evidence of performance is used for grading purposes. DONT include zeros in grade determination if evidence of learning is missing or as a punishment; instead use other measures to assess achievement or use I for Incomplete or Insufficient Evidence. Dont punish students with their grades. Apply other consequences and use a different assessment method if needed to determine an actual level of achievement. Second chances are a part of the learning experience. Second chances provide additional evidence according to subject criteria and can be assessed in a variety of ways including studentgenerated assessment tasks.

Organized by standards/learning goals, chronologically, most recent, consistent performance is used to determine achievement level.

Use only quality assessments that address specific learning goals, communicated to students clearly. Through conferencing students are a part of the grading process.