STANDARDS-BASED GRADING

November 5, 2015MATES Parent Informational Night

Standards-Based Grading

https://www.youtube.com/watch?v=E7m4762pjH8

Learning

Goals

Assessments

Feedback

American educators have inherited a 100-year old system that was never designed to promote learning

Grading systems remain

relatively unchanged over the past century

Final grades might reflect achievement,

growth, compliance,

effort, behavior, etc.

A letter grade

doesn’t give a lot of clear information about the student

Standards-Based Grading• The transition to new state standards is

shifting practices across education• Rethinking standards, curriculum,

instructional strategies, and… GRADING practices

• Powerful lever for teachers to critically re-examine practices

• A more technical issue than just tallying points• A substantive change that is woven into

everyday work

What is Standards-Based Grading?◦Communicates how students are performing on a set of clearly defined learning targets called standards

◦Identifies what a student knows, or is able to do, in relation to pre-established learning targets

◦Standards-based report cards give a grade for each learning target

◦Students receive multiple grades in each subject area

◦Each subject is broken into several categories

◦Under each category is a list of skills each student should be able to do and a grade to show how each student is doing

◦Each grade on the report card represents a skill or knowledge standard the student has had the opportunity to learn

◦Provides a meaningful snapshot of academic achievement

MathOperation

s and Algebraic Thinking

Multiplies and

Divides Within

100

Third Grade Report Card

Fifth Grade Report Card

Math

Numbers and

Operations

Multiplies and

Divides Fraction

s

How Does Standards-Based Grading Differ from Traditional Grading?

Traditional Grading System Standards-Based GradingScores for entire grading period are averaged together

Measures student’s mastery of grade-level standards by prioritizing the most recent, consistent level of performance

Early low scores are averaged together with more proficient performance later in the course, resulting in a lower overall grade than current performance indicates

A student who might have struggled at the beginning of a course, when encountering new material, may still be able to demonstrate mastery of key concepts by the end of the grading period

Variables such as effort, participation, timeliness, cooperation, attitude, etc. may all factor in to a student’s grade

Separate academic performance, work habits, and behavior to provide an accurate view of student’s progress in all areas

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Average Score

Traditional Grade

55% 65% 75% 85% 95% 75% C

How Does Standards-Based Grading Differ from Traditional

Grading?

Assume Units 1-5 build progressively on one concept, and Unit 5 is a cumulative test.

Has this student met the standard?

Have they met their goal?

The key question is, “What information provides the most accurate depiction of

students’ learning at this time?”

In nearly all cases, the answer is, “The most current information.” If students

demonstrate that past assessment information no longer accurately reflects their learning,

that information must be dropped and replaced by the new information. Continuing to rely on

past assessment data miscommunicates students’ learning.-Thomas R. Guskey

How Are My Child’s Marks Determined?

A series of assessments – both formative and summative

Practice assignments and homework are for practice and serve as feedback and instructional support for both students and teachersTeachers may require students to complete practice work before taking or re-taking an assessment

The end-goal is mastery of all grade-level standards

What Do Each of the Numbers in the 4 - Point Scale Represent?Mark Meaning

4 – Exceeds the Grade Level Standard

Indicates that a student exceeds a standard by consistently demonstrating an advanced level of understanding and/or the ability to apply their knowledge at a higher level

3 – Meets the Grade Level Standard

Indicates that a student has independently achieved the standard by demonstrating mastery of the standard

2 – Approaching the Grade Level Standard

Indicates that a student is developing an understanding of a standard, but may be in need of additional instruction and/or support

1 – Does not meet the Grade Level Standard

Indicates a minimal understanding of a standard or the student shows limited evidence of understanding the standard

What Do Each of the Numbers in the

4 - Point Scale Represent?

I did all that was asked of me and much more; that’s how I

earned a 4.I did all that was asked of me;

that’s how I earned a 3.I almost did all that I was

supposed to do; that’s how I earned a 2.

My work lacks effort, and is not done; that’s how I earned a 1.

-Mrs. Lara

4-Point Scale

4

3

2

1

100-Point Scale

100

90

80

70

60

0

1

1

1

10

10

10

10

60

The four-point scale is a rational system, as the

increment between each letter grade is

proportionate to the increment between each numerical grade – one

point.The common use of the

zero today is based not on a four-point scale, but on a

100-point scale. This defies logic and mathematical

accuracy.-Dr. Douglas Reeves

Do The Math!

Is it Possible to Achieve a Grade of 4?Yes, Teachers’ lessons and

assessments will offer opportunities for students to

excelHowever, a score of 4 indicates performance that is consistently above what is expected for mastery

at that point in the school yearLevel 4 would indicate a much deeper understanding of a

standard, the ability to apply that knowledge, make connections, and extend learning beyond the targeted goal

Remember that a 4 is not the same as an A

How Does this Relate to an A-F System?

Cannot compare a traditional

grading system to standards-

based grading

A 3 is not the same as a B, a 4 is

not the same as an

A, etc.

Standards-based

grading identifies a standard

and indicates

whether or not a

student is meeting

the standard at

a given point in the school year

A 3 is defined as meeting

grade level standards

and indicates

that a student has demonstrated mastery of the skills that were

expected to be learned

by that point in the

grading period

Goals• All teachers use improved methods of

standards-based grading tied to state standards

• Throughout the school, grading and instructional practices are more accurate, fair, and understandable to students, parents, and school staff

• There are stronger collaborative relationships among staff and a greater sense of efficacy among teachers

For Teache

rs:

Goals• Students can describe

expectations for performance and their own place on that trajectory

• They have a greater sense of agency and efficacy about their academic performance

• They have a stronger sense of hope in their own success and of trust in their teachers

For Studen

ts:

Standards-Based Report Card

Consistency K-2 and 3-5

Standards-based

1, 2, 3, 4 in all grade levelsWording matches the Smarter Balanced scoringSeparate marks for behavior and work habits

Where Can I Find More Information?

◦California State Standards:http://www.cde.ca.gov/be/st/ss/

◦Study Those Who Study What Works:Chappuis, Stiggins, Arter & Chappuls, Assessment for Learning: An Action Guide for School

Leaders (2009)Cooper, Redefining Fair: How to Plan, Assess, and Grade for Excellence in Mixed-Ability

Classrooms (2011) Depka, Bringing Homework Into Focus: Tools and Tips to Enhance Practice, Design and

Feedback (2014) Guskey, On Your Mark: Challenge the Conventions of Grading and Reporting (2015)Guskey, Implementing Mastery Learning (1996)Marzano, Formative Assessment and Standards-Based Grading: Classroom Strategies that

Work (2009)O’Connor, How to Grade for Learning: Linking Grades to Standards (2002)Reeves, Elements of Grading: A Guide to Effective Practice (2010)

Final Thought…Celebrate LEARNING,

and use grades as one

measure of your child’s

progress