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Kickstart

Kickstart. Based upon your teaching experience, write a one sentence definition for each of the following letter grades. What does the letter signify? A= B= C= D= F= Take a minute and define each letter. Share out at your table when everyone is finished.

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Kickstart

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  1. Kickstart • Based upon your teaching experience, write a one sentence definition for each of the following letter grades. What does the letter signify? • A= • B= • C= • D= • F= • Take a minute and define each letter. Share out at your table when everyone is finished. • What do these grades tell you about what students learned?

  2. Standards Based Grading

  3. Learning Targets • Understand the differences between the traditional grading system and standards based grading • Identify the key components of initializing SBG in your classroom • Before you leave today, you will: • Create your own definitions of mastery • Set up your grade book categories and percentages

  4. Quick Overview • Read the article “Seven Reasons for Standards Based Grading.” • Respond to the text: • *: Ideas, concepts, or comments you like. • X: Ideas, concepts, or comments you disagree with • ?: Ideas, concepts, or comments you have questions about

  5. Differences At A Glance Traditional Grading System Standards Based Grading Based on learning goals or standards One grade per goal/standard Measures achievement only OR separates achievement from effort/behavior.  No penalties or extra credit given. Selected assessments (tests, quizzes, projects, etc.) are used for grading purposes • Based on assessment methods (tests, homework, quizzes, etc) • Usually one grade per assessment • Uses an uncertain mix of assessment, achievement, effort and behavior to determine the final grade.  May use late penalties and extra credit. • Everything goes in grade book, regardless of purpose • Adapted from O’Connor K (2002).  How to Grade for Learning: Linking grades to standards (2nd ed.).  Thousand Oaks, CA: Corwin Press.

  6. How do I begin? • Create meanings for the grades in your classroom. • Set up your grade book. • Determine which standards you will teach • Determine your definition of mastery for each of those standards • Determine the categories for your grade book • Determine the percentages for each category * • Assessments/Projects should be worth over 60% • Homework should not be graded at all (Viewed as practice) • Formative assessments can be recorded but should not be worth anything (0%) * It works best if you can come to a consensus for each subject area.

  7. Identifying Standards • Choose 7-12 standards for a set time period (usually a nine week time period) • Determine how you are going to teach the standards • Determine the number of times you need to assess students and how you will assess them • Quizzes • Class discussion • Writing prompts

  8. Definitions of Mastery • With your table groups, use your original definitions of the letter grades in conjunction with the article to create your own personalized class mastery rubric. • Finalize your definitions and record them on the papers provided. • There are two copies: • One for your records • One for administration to review

  9. Categories and Percentages • Identify the categories for your grade book, such as: • Homework • Classwork • Projects • Assessments • Writing Assignments • Now that you have the categories, identify the worth of each category. • Be sure to put your categories and percentages on both pages.

  10. Assessment What do students really LEARN? Assessments help us distinguish between teaching and learning

  11. Assessments • A valid assessment has 4-6 questions for each learning goal/standard • Students who do not achieve mastery have the opportunity to retake the test • Determine how many times a student can retake the test • Determine the criteria for retaking the test (tutoring session or practice assignments) • Determine the maximum points you will allow students to earn on a retake • Accommodations: Since all students are given opportunities to retake tests, most of your IEP accommodations are met without taking extra steps.

  12. What I know… What I wish I knew when I started using SBG What I plan on changing for next year Guest speaker from middle school • Guest speaker from the middle school

  13. Want more information? • http://www.fwps.org/cur/sbe/staff/resources/philosophy.html (Articles, books, and websites about SBG) • http://www.wera-web.org/activities/WERA_Winter11/4.8%20CCSS%20&%20Standards%20Based%20Grading%20(1).pdf (in depth PDF about standards based grading)

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