Download - Introduction to Standards-Based Grading
Standards-Based Grading and ReportingMarch 9th, 2012
How the pieces work together…
What Do You Already Know and Believe?Benefits:
I believe that…
I know that…
Potential Challenges:
I believe that…
I know that…
Guiding Questions for the Day
In our journey toward Standards-Based Grading and Reporting… Where are we as a school on this? Both K-12
and in ES-MS-HS? What do we need to do in order to
accomplish this goal? What learning do we need to make this shift? What are our biggest challenges? What are
potential solutions? What excites us about this change?
Student
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
AVEScor
e
Grade Median
Grade
Delete
lowest
Grade
1 59 69 79 89 99 79.0 C 79.0 C 84.0 B
2 99 89 79 69 59 79.0 C 79.0 C 84.0 B
3 77 80 80 76 80 79.0 C 80.0 B 79.6 C
4 49 49 98 99 100 79.0 C 98.0 A 86.5 B
5 100 99 98 49 49 79.0 C 98.0 A 86.5 B
6 0 98 98 99 100 79.0 C 98.0 A 98.8 A
7 100 99 98 98 0 79.0 C 98.0 A 98.9 A
In Your Group…
What are the major reasons we assign grades to students’ work?
Ideally, what purposes should grades serve?
What elements should teachers use in determining students’ grades? (for example, major assessments, compositions, homework, attendance, participation, etc.)
Consensus Building: The Purposes of Grading
Communicate the achievement of status of students to their parents and others
Provide information for students self-evaluation Select, identify, or group students for certain
educational programs Provide incentives for students to learn Document students’ performance to evaluate
the effectiveness of instructional programs Provide evidence of students’ lack of effort or
inappropriate responsibility
5 mins to select the 3 items you value the most.
Research Says… Grades should reflect student’s
achievement of intended learning outcomes.
Students and parents are the primary audience for grades.
Grades should reflect each student’s individual achievement.
Grades should support student’s motivation to learn.
Self Assess and Share
How similar and different are we? What does this say about the validity of grades
among teachers?
Why standards-based grading
may be a better match for our kids
Sorting different systems
Sorting out the Grading Systems
Types of grading: Pros and Cons Letter grades
Advantages Brief description of adequacy Generally understood
Disadvantages: Require the abstraction of lots of
information Cut-offs are arbitrary Easily misinterpreted
Types of grading: Pros and Cons Percentage Grades:
Advantages: Provide finer discriminations Increase variation in grades
Disadvantages: Require the abstraction of lots of
information Increased number of arbitrary cut-offs Greater influence of subjectivity
Types of grading: Pros and Cons Standards-based (checklist of skills)
Advantages: Clear description of achievement Useful for diagnosis and prescription
Disadvantages: Often too complicated for parents to
understand Seldom communicate the appropriateness
of progress
Types of grading: Pros and Cons Narratives:
Advantages: Clear description of progress and achievement Useful for diagnosis and prescription
Disadvantages: Extremely time-consuming for teachers to
develop May not communicate appropriateness of
progress Comments often become standardized
Grading is not essential to the instructional process Checking in on learning and feedback are essential
(teachers can teach without grades, students can and do learn without grades)
Checking is diagnostic (teacher is an advocate) Grading is evaluative (teacher is the judge)
No one method of grading and reporting serves all purposes well
Form follows function Method follows purpose If the function is to provide clarity in communication
than that should premise should drive how we report
Improve Communication
What do you report on? Proficiency/Product Progress Process
The Three P’s
Examples of Standards Based Report CardsProficiency Process
Progress
Student Info Key to Report
School Mission Statement
Purpose Statement
ProficiencyProgress
Charting the Course Forward
Break out into ES-MS-HS ES to MPR MS to HOP HS to BCR
Here you will consider what this means to your school based on the questions asked at the start of the session.
See you in 5 mins!
Individually reflect on these questions: Where are we on our journey toward
standards-based reporting in our section of the school?
What do we need to do (and supported by what learning) in order to accomplish this task?
What are our biggest challenges in making this shift? and potential solutions
What are we excited about?
Group Discussion: Ground Rules The circle is flexible, meaning people can
move in and out of the circle. If you wish to join the circle, you can move
in and tap someone out. You cannot tap anyone out who has not
spoken yet. If you are tapped out, you have to leave the
circle and find a seat, you can re-enter after a round of responses
There will be 5-7 mins. Per question
Question #1 Where are we on our journey toward
standards-based reporting in our section of the school?
Question #2 What do we need to do (and supported
by what learning) in order to accomplish this task?
Question #3 What are our biggest challenges in
making this shift and potential solutions?
Question #4 What are we excited about?
Reflection