Connecting the How to the Why: Benefits of Standards-Based Grading

1. Connecting the How to the Why:Benefits of Standards-Based Grading Sara Hagen August 31, 2009

2. Master’s Research Project • Summer Institute Observation - August • Interview teachers – September & November • Survey to sample of teachers - December

3. Interviewees • teachers and student teachers • median 15 years of experience • ¼ teach multiple grade levels • ½ teach multiple subjects

4. Survey Respondents • 25% teach multiple grade levels • 71% teach multiple subjects • 36% teach 3 or more subjects • 21% teach multiple subjects and multiple grade levels

5. Please stand up . . . if you work with 2 or more grade levels

6. Please stand up . . . if you work with all 3 grade levels

7. Please stand up . . . if you teach or co-teach 2 or more subject areas

8. Please stand up . . . if you teach or co-teach 3 or more subject areas

9. Please stand up . . . if you teach or co-teach 4 or more subject areas

10. Please stand up . . . if you teach or co-teach 5 or more subject areas

11. Please stand up . . . if you teach or co-teach students with a wide range of interests, needs, academic levels, and experiences

13. Thank you!

14. Groups of 2 (or 3) Introductions or Summer Activity

15. Groups of 2 (or 3) Introductions or Summer Activity 1 minute

17. Thank you!

18. Learning Standards-Based Grading is like learning a new language.

19. understanding power standards trend scores criteria culture vocabulary

20. Products Practices Perspectives what how why culture vocabulary

23. Today’s Goals: • know the benefits of standards-based grading • ideas for this school year

24. Individually Benefits of Standards-Based Grading

25. Individually Benefits of Standards-Based Grading 45 seconds

27. Thank you!

28. 3 major benefits • Focusing on our goals • Building agency in students • Better accountability system

29. Benefit #1Focusing on our Goals assessment standards

30. Focusing on our Goals • Examine and prioritize standards • Identify gaps in curriculum • Improve and redesign assessments

31. Standards! Standards?!

32. Standards can be . . . • outcomes • learning goals • learning targets • essential understandings • big ideas • learning destinations

33. Learning Target or Destination?

34. Groups of 2 (or 3) One learning destination for this year: • Why important? • How will you get there?

35. Groups of 2 (or 3) One learning destination for this year: • Why important? • How will you get there? 4 minutes

37. Thank you!

38. Benefit #1Focusing on our goals • Academic goals are great, • but . . . what about goals for students’ development?

39. Benefit #2Students develop agency agency = a sense of control over your own learning

40. Student-Centered Assessment • Communicate goals (standards, learning destinations) to students. • Developing criteria for a 1, 2, 3, 4 with students!

41. Individually • Reeves’ (1998) checklist for a standards-based classroom • page 2 of your handout

42. Individually • Reeves’ (1998) checklist for a standards-based classroom • page 2 of your handout 2 minutes

43. Groups of 2 (or 3) Share one thing from Reeves’ list that you can work on improving this year.

44. Groups of 2 (or 3) Share one thing from Reeves’ list that you can work on improving this year. 3 minutes

46. Thank you!

47. Types of criteria: Vague You got it! Good knowledge base Wow!

48. Types of criteria: Evaluative Summer School needed Meets expectations

49. Feedback-oriented 3 vs. 4 Types of criteria: Social Studies Science understands one viewpoint detailed lab report understands multiple viewpoints detailed enough to repeat the experiment

50. Formative assessment time! • Vague – not specific • Evaluative - related to class goals • Feedback-Oriented - specific to student’s work This is very polished work!