introduction to standards-based reporting
TRANSCRIPT
Traditional Grading and Standards-Based Reporting
Problems with Traditional Grading Systems
Traditional Report Card
Subject T 1 T 2 T 3Reading A A- B
History B B+ A
Math A A A
Science C C+ B
PE B B B
Motivation is on Grades, Not Learning
• “How can I get my grade up?”
• “What is the bare minimum for an A?”
• “If I do this assignment, my grade will go down.”
Traditional Report Cards are Undecipherable
• What does 75% mean?– Do they not understand something?– Did they turn something in late?– Was something incomplete?– Were they on a vacation and didn’t make up
the work?– Did they have a slow start, but improved?
Traditional Grading Doesn’t Separate Learning from Life Skills
• What if students understand a concept, but are just unorganized?
• What if students understand a concept, but have test anxiety?
Traditional Grading is Very Subjective
Traditional Grading Doesn’t Account for the Growth of a Child
• Should students 1 and 4 earn the same grade as students 2 and 5?
Standards-Based Reporting
Motivation is on Learning, Not Grades
• “How can I show you I have learned this skill?”
• “How can I go beyond what was taught in class?”
Separating Learning from Life Skills More Accurately Reflects Both
• Teacher can report that a student understands a concept, but has turned in the assignment a week late.
• Teacher can report that a child has turned in a beautiful project, but did not demonstrate a certain skill.
Student Growth Can Be Reported
• If a child continually grows in a skill throughout the trimester, we can report what they know at the end of the grading period.
What Does Standards-Based Reporting Look Like?
• Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.)
• This is proficient.
• We call it a 3.
What Does Standards-Based Reporting Look Like?
• Student can determine importance, but misses some important ideas.
• This is developing proficiency.
• We call it a 2.
What Does Standards-Based Reporting Look Like?
3Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.)
2Student can determine importance, but misses some important ideas.
1With help, partial success at 2.0 content and 3.0 content.
What Does Standards-Based Reporting Look Like?
Standards-Based Reporting Traditional
3Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.)
A 100%-92.5%
2Student can determine importance, but misses some important ideas.
B-C92.4% - 74.5%
1With help, partial success at 2.0 content and 3.0 content.
D74.3% - 64.5%
No Artificial Ceiling on Motivation
• We add a section on our scale for learning beyond what was taught in class.
• Encourages critical thinking, internal motivation, and self-reflection
What Does Standards-Based Reporting Look Like?
4Student can determine importance in texts that do not use a proliferation of text features.
3Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.)
2Student can determine importance, but misses some important ideas.
1With help, partial success at 2.0 content and 3.0 content.
What Does Standards-Based Reporting Look Like?
Standards-Based Reporting Traditional
4Student can determine importance in texts that do not use a proliferation of text features. ?
3Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.)
A 100%-92.5%
2Student can determine importance, but misses some important ideas.
B-C92.4% - 74.5%
1With help, partial success at 2.0 content and 3.0 content.
D74.3% - 64.5%
Traditional Report Card
Subject T 1 T 2 T 3Reading A A- B
History B B+ A
Math A A A
Science C C+ B
PE B B B
Standards-Based Report Card
Reading T 1 T 2 T 3Reading for Main Ideas 2 2.5 3
Literary Analysis n/a 2 3
Reading Fluency 3 2.5 3
Study Skills T 1 T 2 T 3Participation 1 2.5 3
Work Completion 1 3 2
Behavior 3 3 1