Standards Based Grading: A New Outlook on Grading

1. Standards Based Grading: A New Outlook on Grading

2. “Why…would anyone want to change current grading practices?” “The answer is quite simple: grades are so imprecise that they are almost meaningless.” --Robert Marzano

3. Traditional Grading • Letter grades-A, B, C, D, F • Academic achievement tainted by non-academic factors • Grade everything and average it together • Chronological listing of all the assignments • Report a single grade for a class

4. Practices that Inhibit Learning • Including behaviors in academic grade • Assessments not linked to learning targets • Grading first effort (formative assessment) • Assigning Zeros as grades (The Power of Zero) • Always using the average to determine a grade • Old and recent scores are given the same weight

5. Grading Problems through a High Ability Lens • If the child is working above grade level and earns a C, is that fair? • How do letter grades affect a child’s self-esteem if a child who has always earned all A’s suddenly isn’t earning them anymore because he or she is now being appropriately challenged in a high ability classroom? • Letter grades encourage perfectionism, or worse, only doing what you need to do the get the A and nothing more.

6. What is a Learning Standard? …an agreed upon statement of what a student should know and be able to do in a given content area.

7. STANDARDS BASED GRADING • A focus on mastering content “standards” instead of accumulating points • A report of what students know and are able to do • A balance of formative and summative assessments (body of evidence) • A record keeping system that informs instruction • A system that encourages student reflection and responsibility for learning

8. Guiding Principle #1 The purpose of a report card is to communicate studentachievement • Based on Common Core State Standards and Indiana Standards • Academic performance only • Behaviors reported separately

9. Guiding Principle #2 A reporting program should: • Be Fair • Be Consistent • Support Learning • Promote Communication between teachers/students/parents

10. Guiding Principle #3 Relate assessment procedures to learning goals • Identify critical concepts/skills • Assess individual concepts/skills • Mastery is the standard • Summative vs. Formative activities • Multiple Opportunities to Demonstrate Learning

11. Real Life Applications • In real-life, attainment of important milestones (SATs, certificates, drivers’ licenses, CPA, bar exam, medical boards, etc.) allows for multiple opportunities with course corrections along the way. • Sports • Raises in the private sector

12. Alexandria Community School Corporation Standards-Based Report Card 7 C’s of Success in the Global Community: • Content • Communication • Collaboration • Critical Thinking • Creative Thinking • Commitment • Confidence Standards (CCSS and Indiana) 21st Century Skills Affective Domain

13. Academic Reporting Key 4 – Exceeding Learning Standards Student performance demonstrates an understanding of the knowledge and skills beyond expectations and consistently shows evidence of higher level thinking. 3 – Meeting Learning Standards Student performance demonstrates a thorough understanding of the knowledge and skills expected at this grade level. 2 – Approaching Learning Standards Student performance demonstrates a partial understanding of the knowledge and expected at this grade level. 1 – Not Meeting Learning Standards Student performance does not demonstrate an understanding of the knowledge and skills expected at this grade level. N/A – Standard Not Introduced Yet This School Year

14. Scoring for the Supporting C’s of Success • Meets Expectations = ME • Improving = IM • Needs Improvement = NI • Not been modeled/taught yet; Not scored= N/A

15. Assessment Scales for Standards • Based on the CCSS for math and English/language arts • Based on the Indiana Academic Standards for Science and Social Studies • All standards and scales will be posted online as they are completed • https://sites.google.com/site/alexacademicprograms/

16. Final Thoughts “By comparing one child’s performance to a clear standard, parents, children and teachers all know precisely what is expected. Every time a student attempts a task, the performance is compared to the standard, not to other children’s performances. The most important advantages for children and families are fairness, clarity, and improved learning.” --Doug Reeves (101 Questions and Answers about Standards, Assessment, and Accountability, 2004)