jim clark and samantha johnson arroyo high school san lorenzo unified school district ... ·...
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Standards Based Grading and the NGSS
Jim Clark and Samantha Johnson Arroyo High School San Lorenzo Unified School District San Lorenzo, CA
Standards Based Grading and the NGSS
You should leave this session with:
1. Some thinking about why to implement Standards-Based-Grading [SBG]
2. Some resources to help you get started.
3. A set of tools that you could immediately implement in your current classroom.)
Our goals for this session…
What is the purpose of grades…
Might not… Could…
• sort and select students • reflect behavior, effort,
compliance, or extra credit
• improve learning, and act as artifacts of learning.
• inform teaching • align with class culture.
Connecting SBG to a Growth Mindset • Grading kids at their best, and not punishing
them for their initial understanding.
Our Grading Scale
• We will talk more about how we came to these grades, but for now…
• 3 = A
• 2.5 = B
• 2 = C
• 1.5 = D
• 1 = F
Sample Student Grades
• Decide what grade you would give each student.
• How would you explain that grade to the student?
• How would you explain that grade to their parent?
Why make changes?
• I did not do well (on WHAT?) initially.
• Homework 1: Did I not do this? Or did I do it and get nothing correct?
• Class participation: I came on time, and I always raised my hand.
• Hey! I got a B+ on my test, WHY DO I HAVE A D?!
Date Assignment Score Grade
11/5 Quiz 1.1 5.5/10 55%
11/15 Quiz 1.2 6/10 60%
11/4 Homework 1 0/10 0%
11/10 Homework 2 6/10 60%
11/20 Class Participation
8/10 80%
11/20 Exam 1 40/45 89%
Final Grade 68% D
Traditional Grade Book
Why make changes? SBG Grade Book
• Oh no! I didn’t do my inside out reading! And then. . .
• I don’t really understand homeostasis after the first quiz.
• Gradebook reflects that I completed my homework
• Okay, I’m doing better after the second homeostasis assessment.
• Now I understand (look at my lab and exam score!).
Date Assignment Score Comments
11/4 Homeostasis Inside Out Reading HW
0/0 Did not complete assignment
11/5 Quiz: Homeostasis 1
1.5
11/8 Homeostasis Scientific Argument HW
11/10 Quiz: Homeostasis 2
2.5
11/16 Homeostasis Lab Analysis
3
11/20 Unit Exam: Metabolism
2.5
11/20 Unit Exam: Homeostasis
3
Summative Score: Homeostasis
3
Traditional Gradebook vs. SBG Date Assignment Score Grade
11/4 Homeostasis Inside Out Reading HW
0/0
11/5 Quiz: Homeostasis 1
1.5
11/15 Quiz Homeostasis 2
2
11/10 Homeostasis Scientific Argument HW
11/16 Homeostasis Lab Analysis
3
11/20 Unit Exam: Metabolism
2.5
11/20 Unit Exam: Homeostasis
3
Summative Score: Homeostasis
3
Date Assignment Score Grade
11/5 Quiz 1.1 5.5/10 55%
11/15 Quiz 1.2 6/10 60%
11/4 Homework 1 0/10 0%
11/10 Homework 2 6/10 60%
11/20 Class Participation
8/10 80%
11/20 Exam 1 40/45 89%
Final Grade 68% D
Standards Based Grading and the NGSS
What questions do you have right now?
SBG compared to
Standards Referenced Grading
Traditional assessment model
Teacher covers material
Students regurgitate info.
on an assessment
Some students fail
Some students pass
Move on to the next unit
SBG Assessment Model
All based on the unit conceptual flow, phenomena and
crosscutting concepts
Using tools like gap days, and learning
progressions Move through…
Formative Assessments
Student self-assessments
Clean up understanding
Summative assessment
Formative Assessments
Connect to other concepts
Why give feedback? • “When people think about formative assessment, they
usually think about feedback, but you can’t give good feedback until you find out what’s going wrong in the first place.”
Dylan Williams, 2014
• In order for formative assessment to enable student progress your classroom practices should include:
• A culture of growth mindset
• Effective talk and discussion
• Effective questioning
• Knowing what excellence looks like
Why give feedback?
• Don’t worry if you aren’t done grading and entering the grades, you can still give feedback.
What’s frequently heard in a traditionally graded classroom?
• “Why did I get a ____?”
• “How do I get a better grade?”
• “Do I get points if my parents come to back to school night?”
• “Can I have points for going to __________?”
• “How much extra credit can I get?”
What do we hear in SBG classrooms?
• “I’m not sure I understand _______________. What do I need to do to get better?’
• “Ok, so I clearly get_____________.”
• “What do I need to do to improve my understanding?”
Let’s take a look at how we arrive at the scores of 2, 3 or 4. . .
Grade Score Percentage
A+ 4 87%
A 3.5 80%
A- 3 75%
B+ 70%
B 65%
B- 2.5 60%
C+ 57%
C 53%
C- 2 50%
D+ 45%
D 40%
D- 1.5 35%
F 0
Let’s take a look at how we arrive at the scores of 2, 3 or 4. . .
• Can a 50% really be passing?
What does a quiz look like?
6 = 2 5 – 4 = 1.5 3 – 2 = 1 1 = 0.5 0 = 0
Section A = 1.5 Section B = 1 Total score = 2.5
How do students understand their score?
How much time did you spend preparing for the assessment?
• Reading class notes? ____ MINUTES
• Reviewing homework? _____ MINUTES
• Doing additional reading? ______ MINUTES
Now that you have looked over your assessment, identify the questions you missed due to each of the following:
• _____questions missed because of not understanding a concept
• _____questions missed because of not being careful (i.e. careless mistakes)
• _____questions missed because of “I know it but I can’t explain it.”
• _____questions missed because of struggling to read a chart or graph
• _____questions missed because of other reasons (explain what the other
reasons are)
How many assessments are really necessary for each concept?
White Board Modeling
Grab Bag Modeling
Inside Out Reading
Accommodations and Modifications • Accommodations:
• Changes to the timing or scheduling of instruction NOT the level of proficiency.
• GATE students
• ELLs
• Modifications:
• Special Education students if stated in an IEP
• Involves modifying both the learning progressions AND how the student demonstrates knowledge
Standards Based Grading and NGSS
Standards Based Grading and NGSS
Ken O’Connor
Robert J. Marzano
Interested in learning more about NGSS practices and ways to assess differently?
Tomorrow from 8 – 11: a short course on the SEPs of asking questions and planning and carrying out investigations.
Sunday from 11:40 – 12:40 (again, same room!): What did they say? A session on discourse.
@Sci_innovations
www.nextgenscienceinnovations.wordpress.com
Jim Clark: [email protected]
Samantha Johnson: [email protected]