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Standard-based grading

Standard-based grading. By Justine Garman. Introduction.

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Standard-based grading

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  1. Standard-based grading By Justine Garman

  2. Introduction A big change is taking place in Education. Across the country, schools are rethinking their approach to grading and education. It will almost have the same impact on teaching as No Child Left Behind. It is Standard-Based Grading and the new approach is creating a lasting effect on the curriculum.

  3. Benefits of Standard-Based Grading

  4. Reason #1: Grades Should Have Meaning • An A means the student has completed proficient work on all course objectives and advanced work on some objectives. • A B means the student has completed proficient work on all course objectives. • A C means the student has completed proficient work on the most important objectives, although not on all objectives. The student can continue to the next course. • A D means the student has completed proficient work on at least one-half of the course objectives but is missing some important objectives and is at significant risk of failing the next course in the sequence. The student should repeat the course if it is a prerequisite for another course. • An F means the student has completed proficient work on fewer than one-half of the course objectives and cannot successfully complete the next course in sequence. From Seven Reasons for Standards-Based Grading by Patricia L. Scriffiny

  5. Reason #2: We need to Challenge Status Quo • Homework should be directly tied to the standards. No more busy work. • Students should not be able to pass a class because they do homework, but are unable to pass the assessment. • “Students who were clearly learning sometimes earned low grades because of missing work. Conversely, some students actually learned very little but were good at ‘playing school.’ Despite dismal test scores, these students earned decent grades by turning in homework and doing extra credit,” (Scriffiny, 2008).

  6. Reason #3:We Can Control Grading Practices • Standards-Based Grading may be used simultaneously with traditional grading. • Prevents grade inflations • No more extra credit

  7. Reason #4: Standards-Based Grading Reduces Meaningless Paperwork • No busy work = less work for teacher • Allows the teacher to alter the pace to fit the needs of the students’.

  8. Reason #5It Helps Teachers Adjust Instruction • All students are challenged • Built-in extended time for special education students • Students can continue to retest until they master the skills

  9. Reason #6It Teaches What Quality Looks Like • “Quality matters, and the ability to measure the quality of one's own work is a learned skill,” (Scriffiny, 2008). • “We must create an environment where standards can and must be met and where students are not permitted to submit substandard work without being asked to revise,” (Scriffiny, 2008).

  10. Reason #7It’s a Launchpad to Other Reforms • “Each class needed a clear and concise set of standards with precise levels of mastery,” (Scriffiny, 2008). • This provides continuous opportunities for teachers to scrutinize and revise their standards. • The new curriculum will also give them chances to incorporate new formative assessments and intervention strategies.

  11. Standard-Based Grading and the Curriculum

  12. Sub-Standards • Each standard will have several sub-standards • Teachers must use clear objectives each day to ensure that all the sub-standards are met.

  13. Assessment • Each sub-standard must be assessed a minimum of three times. • Trend scores from each sub-standard and standard factor into the overall grade.

  14. Rubrics • Teachers use rubrics to assess student’s work. • Rubrics provide detailed evidence of student work. • Ensure that grades are given consistently throughout the district.

  15. Conclusion • Replacing traditional grading with Standard-Based Grading is a wise move. It has numerous benefits that promote achievement for both all students including special education. It also provides parents with a detailed analysis of their student’s progress.

  16. References • REFERENCES • Jung, L. A., & Guskey, T. R. (2007). Standards-Based Grading and Reporting: A Model of Special Education. Council for Exceptional Children , 48-53. • Scriffiny, P. (2008). Seven Reasons for Standards-Based Grading: If your grading system doesn't guide students toward excellence, it's time for something completely different. Educational Leadership , 71-74.

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