Standards Based Grading

1. Standards Based Grading

2. The Big Picture of Creating Program Change Focus the System Create the Vision Align the System Build the Curriculum Improve the System, Assessment & Evaluation

3. Quality Physical Education Programs TAUGHT TRAINING AND SUPPORT DESIGN QUALITY LESSONS DELIVERY INTEGRATED MATERIALS STUDENT LEARNING TESTED ASSESSMENT AND EVALUATION WRITTEN CURRICULUM

4. The Essential Question • How confident are you that the grades students get in your class are: • Consistent • Accurate • Meaningful, and • Supportive of Learning? Adapted from Ken O’Connor

5. Purposes of Grading • Communicate the achievement status of students to parents (students) and others • Provide Information that students can use for self-evaluation • Select, identify, or group students for certain educational paths or programs • Provide incentives to learn • Evaluate the effectiveness of instructional programs Guskey, Thomas R. (Editor) Communicating Student Learning: The 1996 ASCD Yearbook, ASCD, Alexandria, VA, 1996, 17

6. Standards Based Grading • Ken O’Connor • Rick Stiggins, • Jay McTighe • Carol Ann Tomlinson

7. What is standards based grading? • Standards-Based Grading is a refined way of reporting what students know and how they demonstrate their learning of state content standards. • The purpose of Standards-Based Grading is to align grading with the state content standards as measured by consistent and accurate student achievement data and common criteria for grading.  • Traditional grading averages all of the work and other subjective factors that a student has done over a semester.  SBG removes extraneous factors and solely focuses on proficiency. Standards-Based Grading assesses a student’s overall work and their most recent work so it tells us what a student has learned and what they now know.

8. Principle 1: Grades and Reports Should Be Based on Clearly Specified Learning Goals and Performance Standards • Example: • All 9th grade, 1st Semester English students will be graded on the same standards/targets • Evidence: • 1) Providing students samples of what proficiency looks like • 2) Using common assessments • 3) Providing rubrics that describe criteria

9. Principle 2: Evidence Used for Grading Should Be Valid

10. Principle 3: Grading Should Be Based on Established Criteria, Not on Arbitrary Norms • Example: Fitness and Health • Clear target: Students will improve Cardiorespiratory fitness • Criteria used: Time in Zone, Body Composition, Recover Time • Meet unique circumstances of Learner: • Students are pre-assessed at the beginning of the term, set goals and then work towards learning target throughout term. • Students Cardiorespiratory fitness is measured using national standards that are criterion based to determine students proficiency level. Students are not measured against each other.

11. Principle 4: Not Everything Should Be Included in Grades *not included in grade

12. Principle 5: Avoid Grading Based on (Mean) Averages

13. Principle 6: Focus on Achievement, and Report Other Factors Separately

14. Communication for Learning:A GPS for student success • Teacher maps the destination and route • Teacher shares route with learner • Students follow way points • Policy maker assures resources for effective communication Adapted from Rick Stiggins