Standards Based Reporting

Samantha Thomas

Kentucky Department of Education

Mathematics Intervention Consultant

Overview

Definition and Purpose

What is standards based reporting and What is its purpose?

 

Standards-Based Reporting is a refined way of

reporting what students know and how they

demonstrate their learning of state standards.

T

he purpose of Standards-Based Reporting is to align

grading with the state content standards measured by

consistent and accurate student achievement. 

Snapshot

Before Standards Based Reporting

SNAPSHOT BEFORE STANDARDS BASED

GRADING…..

Daily learning targets were posted on the board • (I can…. Content standard.)

Assessments were driven by the daily learning

targets for the unit of study

Summative Assessments were administered,

graded, recorded and corrected in class. Students

placed the assessment in their binder to reflect (on

their own) and I continued with the content

D

aily homework grades were

given based on effort and

completion. (10 points)

Q

uizzes and Tests were

administered throughout

the units to monitor

learning and achievement.

GRADES IN MY CLASSROOM BEFORE STANDARDS BASED GRADING….

S

ome students attain an “A ”

average on homework although

eighty percent of their work may

be incorrect.

A

ssessments were graded,

recorded, corrected and given to

the students. No further analysis

of the assessment was

completed.

S

tudents were given a binder

grade worth 100 points.

Fifty points for the

organization, notes, etc. and

fifty points for their content

vocabulary notebook.

W

eekly Participation Points

GRADES IN MY CLASSROOM BEFORE STANDARDS BASED GRADING…..

S

tudents were receiving

achievement marks based on

their ability to organize

information and be

responsible.

S

tudents received achievement

marks for listening and

contributing to the

conversation.

Realizing the Problem

Should grades be indicative of student

performance?

HUGE GAPS

I

dentified issues in my classroom• Why did most of my students have A’s and B’s if

their assessment results were below average percentiles?

• Why weren’t they learning from their mistakes that I marked on their tests?

Restructuring our thinking

How do we ensure that achievement marks are a true

measure of STUDENT ACHIEVEMENT?

TIME FOR CHANGE

T

he marks my students received at the end of each semester

were not indicative of their performance.

S

tudents were not learning from their mistakes because they

did not have the tools or the information needed to assess

their comprehension of the learning targets.

S

tandards Based reporting was Implemented

What should student

grades represent?

Should students be able

to self analyze their own

learning?

Is homework an

achievement mark or a

support to master

content?

Consider

What tools do

students need in

order to self analyze?

Should students have

only one opportunity

to show

comprehension?

Assessment process

Learning to self analyze

All work begins post assessment

A

fter Summative assessment were administered

and scored, feedback is provided to students

and each student completes an assessment

analysis tool. This allows them to identify which

targets they mastered and other targets that

require further growth.

Assessment analysis

A

fter each assessment (instead of throwing them away)

students analyze their assessment to find their

mathematical mistakes.

Students become aware of their misconceptions and begin

appropriate practice to master the targets. • Students have support for this process through small groups,

teacher-student conferences, and one on one instruction as needed.

Assessment analysis

Assessment analysis

Life long learners

The Re-Assessment Procedure

Assessment Process

S

tudents complete the unit assessment.

A

fter receiving the results students complete the assessment analysis to locate the

standards they did not master.

S

tudents only complete a re-assessment for those targets they did not master.

S

tudents wanting to reassess must conference with teacher first and bring the

following to show proof of work. • The assessment analysis tool• All completed homework (suggested practice)• Completed study guide

What homework?

Homework does not disappear when implementing

Standards Based Reporting.

Homework is still required but is viewed as a support to

reach mastery for the learning targets.

Homework is a requirement in order to have the right to

re-assess of targets.

Homework grades may still be recorded in Infinite

Campus for tracking purposes with zero weight assigned.

Assessments

R

ound 1 Assessment is composed of multiple choice

questions, short answer, and extended response. Students

are required to show work.

I

f students do not master the assessment, they must

conference with me and bring the required work.

(Assessment analysis, Study Guide, Completed Homework)

Assessments

R

ound 2 Assessment consist of short answer questions and

extended response. The questions are completely new. This is

not a system in which the same assessment is administered

over and over until mastery is reached.

I

f students do not master the second assessment, they must

again conference with me and bring the required work.

(First and Second Assessment analysis, Second Study Guide)

Assessments

Round 3 Assessments require more work.

Students must complete extended response

questions, show their work AND provide a

rationale for how they arrived at each step.

If the third assessment is not mastered further

steps are taken within systems of intervention to

address misconceptions.• RtI, ESS, etc.

Assessments

A

ll assessments are laid out with an “I Can” statement for

each section.

U

sing “I Can” statements allows students to become familiar

with the content.

I

f large summative assessments were administered, the “I

Can” statements were removed.

Achievement marks

How are students graded?

STUDENT ACHIEVEMENT MARKS WITH

STANDARDS BASED GRADING….

S

tudents are graded strictly on the achievement level of

their assessments.

A

ssessments are not limited only to paper and pencil, the

teacher can also use:• Product Based Assessment(composing a three

dimensional model labeling the components and calculating the volume of the solid.)

• Performance Based Assessment (Speaking to classmates and presenting the process of photosynthesis)

Grades

S

tudents are graded on a ranking system of 1 to3.• 3 (Mastery) This means that a student is able to

demonstrate clear and consistent understanding of the knowledge, reasoning, skill and product target.

• 2 (Developing) This means that a student demonstrates understanding, but does so on an inconsistent or incomplete manner.

• 1 (Beginning or Below Basic) This means that a student demonstrates limited understanding of the target.

• Other standards based grading examples consist of skill levels 1, 2, 3, and 4. This ranking system is up to the district.

Grade book comparison

Data Tracking

How is student growth tracked?

Data Tracking

U

sing a color coded excel spreadsheet enabled me to analyze

achievement improvement throughout the semester.

R

ow averages showed individual student achievement while

vertical averages showed target achievement.

C

omposing a graph of target based performance quickly

showed the vast improvements students were making.

Data tracking

Data tracking

Data tracking

Data tracking

Year end results

What did the year end data say?

The Results

E

ighth grade students showed 17.5% increase in

proficient and distinguished students when

compared to 2010 eighth grade performance.

KCCT Results

Why choose Standards Based grading?

A

ccountability is on the student and they become involved in their education and

take ownership of learning

D

ifferentiates learning

P

rogress monitoring of each student

A

llows students to see where their areas of growth are needed

A

nalysis of student achievement and target performance

L

ess time spent grading, more time spent creating effective classroom assessments

and instructional plans

Roles and responsibilities

Support from all Parties

Administrative Support

P

arent support throughout this process is vital. • Concerns

• Most parents will not like homework not counting as a grade.• Understanding the process of re-assessment and grading is

important.• Understanding of differentiation is important

P

arent Communication• Letters Home• One Call System

• Teachers can address regular parent teachers communications via phone, email, and conferences

• Understanding the Grade Book in Infinite Campus

Administrative support

L

earning the Process• Conferences that model standards based grading• Online Resources• Books and articles

P

ositive Attitude• Towards Parents • Towards Students

O

ngoing Collaborative Discussions• Parent Concerns• Program Troubleshooting• Progress Monitoring • Reflection

Teacher responsibilities

P

roviding students with appropriate supports for success• Time for mini-lessons and re-assessments whether during

class, before or after school• Continuous Progress Monitoring • Assessment Building (self constructed, or use of classroom

and online resources) • Transforming students view of homework from an effort

grade to practice (Feedback from homework should be formative)

• Flexibility in instruction and grading

Teacher responsibilities

A

dministrative Collaboration• Ongoing updates to building administrators for progress monitoring

and front loading

P

arent Communication• Ongoing communication for updating student achievement

A

ttitude (Important)• Positive attitude towards standard based grading for student buy in• Positive attitude towards standard based grading for parent buy in

Frontloading

S

tandards based reporting takes time to implement. This

is not a system that can be quickly created.

S

uggestions:• Pilot the program to address issues and reflect upon the

process before implementing school wide.• Find resources available for Standards Based Reporting

and build from there based on what works best in your classroom.

reflect

Are today’s classrooms structured in a manner that:• Address individual learning needs

• Which means Not teaching 30 students in a classroom the same content because five students still near to hear the repeated lesson just LONGER and LOUDER

• Enable students to self analyze• Encourage students to become stakeholders in their

education• Allow time for mastery and learning instead of our

timeline

If not WHY?

Resources

Informational sites and Articles

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Questions

I

f you would like samples of any of the resources I

have used in my classroom such as Target Based

Assessments, Assessment Analysis tools,

spreadsheets for grading, or have any further

questions please mail me at

samantha.thomas@education.ky.go

v

Reflect

What did you learn today about standards

based reporting?

Is there anything that is still unclear to you

and should have been addressed in more

detail throughout the presentation?