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Standards-Based Grading . Lisa Choate Cannon County High School Woodbury, Tennessee. Why standards-based grading?. “A grade should reflect what you know, not what you did to learn it!” ~ Rick Wormeli
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Standards-Based Grading Lisa Choate Cannon County High School Woodbury, Tennessee
Why standards-based grading? • “A grade should reflect what you know, not what you did to learn it!” ~ Rick Wormeli • My students were receiving proficient grades for the class, but they were not scoring proficient on the End of Course test or the ACT.
Under the traditional system…. • homework is graded, so a student does not have a chance to show understanding before being assessed. • all students are expected to understand a concept the first time it is taught. • students have one chance to show proficiency over a concept. • students believe the teacher has control over their grade.
Under standards-based system… • “homework” becomes practice. Feedback is given, but no grade (assessment) is given. • students have more time, if needed, to understand a concept. • students have multiple opportunities to show proficiency over a concept. • students know that they control their grade.
What about homework? • There is no more “homework”. We will call it what it is, practice. • Practice problems will be assigned everyday and taken up the next class. • Practice will not be graded. The practice problems will receive feedback. Students will identify which problems they are having trouble with and the teacher will give feedback (help) on those problems.
But what if a student does not do the practice problems? • If a student does not practice, s/he will probably not do well on the assessments. • If a student does not do well on an assessment, s/he must redo that assessment. • A student must show proof of doing the practice problems in order to redo the assessment. • Eventually the student will recognize it is faster and easier to just do the practice problems. • If a student does do well on the assessment without doing the practice, they probably did not need the practice in the first place!
What will the assessment (test) look like? • An assessment will be broken down into concepts. • Each concept will be assessed separately. There will not be an overall percentage grade given. • Students will get a level of 4 through 0. (Levels will be explained later.)
What will the assessment (test) look like? • Concepts will appear on more than one assessment. Example: Assessment One: Concepts A, B, C will be covered. Assessment Two: Concepts B, C, D will be covered. • Students will have numerous opportunities to demonstrate their level of knowledge on a concept . • Students may also come to my class during P.A.W.S. time and reassess over any concept at any time.
What does SBG like? Level 4: Advanced The student has complete understanding of the concept with no errors. The student can apply this concept. Level 3: Proficient The student understands the concept with a few minors errors possible.
What does SBG look like? Level 2: Basic The student has an emerging understanding of the concept with several errors. This student needs more practice to become proficient. Level 1: Below Basic The student does not understand the concept. This concept needs to be retaught and more practice opportunities should be given. Level 0: No attempt was made.
Level 5 • I do believe that a student who has a complete understanding of a concept the first time it is assessed should get a reward. • To this end, if a student receives a level 4 on the first assessment and a level 4 on the second assessment, that student will receive a level 5. • Level 5 will convert to a perfect 100 traditional percentage grade. • Level 4 will convert to a 96 traditional percentage grade. • Therefore, it is to a student’s advantage to practice and study to do well on the first assessment.
When do I see a traditional grade? • At the end of the nine weeks, the levels will be converted to a percentage grade. • This percentage grade will look like a traditional grade. • Keep in mind that even after a grade is assigned, it might change. Students can come in and reassess over any concept even after the grading period is over.
The “grade” will change as the student’s understanding increases. The grade book might look like this:
Pamela’s last attempt was a level 4, so she will receive a 4. John struggled in the beginning, but on the last two assessments he proved his proficiency. He will receive a 3.
Which student would YOU choose to pack your parachute? • Student A did really well at the beginning, but was up and down on the next assessments. Average: 70 • Student B struggled in the beginning, but by the end student B “got it”. Average: 70 • Student C did really well at the beginning, but was never able to replicate that success and did consistently worse on each assessment. Average: 70
Moral: • Students should be given multiple opportunities to demonstrate proficiency. • Students should be expected to consistently show proficiency to be considered proficient.
I know that this is a radical change in the way we look at grades. I want my students to concentrate on learning, not earning a grade. If you learn the material, the grade will take care of itself.
