STANDARDS BASED GRADING What Is It?

STANDARDS-BASED GRADING Grateful Learned Promise for the Session You have two minutes Remain moving Set your intention for the session Be ready when the music stops

INTRODUCTIONS Darci Friberg, Fair Grove High School Ashley Devore, Bolivar High School Jessica Struckhoff, Lee Summit North

TODAY’S ESSENTIAL QUESTIONS How does standards-based grading influence my classroom? Why is SBG well-suited for the FCS classroom? How do I write learning goals for SBG? How do I measure level of mastery? How to explain SBG to parents and students?

LEARNING TARGETS I can explain standards-based grading. I can design learning goals for a unit of study. I can design assessments that assess the learning goal.

PERSPECTIVE

STANDARDS BASED GRADING OVERVIEW Active Grade YouTube

WHAT IS STANDARDS BASED GRADING? ❑ G RADES SHOULD HAVE MEANING ❑ W E NEED TO CHALLENGE THE STATUS QUO ❑ W E CAN CONTROL GRADING PRACTICE ❑ S TANDARDS - BASED GRADING REDUCES MEANINGLESS PAPERWORK ❑ I T HELPS TEACHERS ADJUST INSTRUCTION ❑ I T TEACHES WHAT QUALITY LOOKS LIKE ❑ I T ’ S A LAUNCHPAD TO OTHER REFORMS Taken from: ndards-Based_Grading.aspx

DEVELOPING A GRADING POLICY Ashley’s story Darci’s story

EXAMPLE OF A GRADING POLICY Grades on report cards accurately reflect individual student achievement in relation to course expectations as outlined in the Fair Grove Family and Consumer Sciences curriculum. Grades are based on multiple and varied tasks/assessments over time within a grading period.  There are two types of work in my classroom: work for practice/participation and work evaluated for learning.  Work for practice or preparation for instruction may account for a maximum of 10% of the marking period grade. Not all work for practice or preparation will be given a grade or collected. When collected and turned in by the deadline, this homework is given credit. Teacher will use professional judgment to determine the value assigned to partially completed homework.  Grades for work evaluated for learning, also known as tasks/assessments, with the highest degree of precision will be graded and will account for 90% of the marking period grade. Work must reflect your best effort or may be returned for you to improve. If complete and turned in by the deadline, grades no lower than 50% of the total value will be given. If a student chooses to do no work, they will earn a zero. If I determine that the student did not attempt or was unable to meet the basic requirements, they will have the opportunity for re-teaching and reassessment. Re-teaching and reassessment occurs when the teacher or student determines that the student is not meeting learning goals. Only one reassessment opportunity is offered per task/assessment. When tasks/assessments are reassessed, they may be reassessed partially, entirely, or in a different format, as determined by the teacher. Any task or assessment used as a final measure of learning may not be reassessed: technical skill attainment, semester exams, final research papers/essays/reports, culminating projects, and/or final performances.

GRADING SCALE 4.0 Scale Score Equivalent Percentage Score Equivalent Letter Grade Description (Curricular content may be added by each department) 4100%A Student demonstrates competence regarding more complex content or a more in-depth understanding of targeted learning goal (Advanced / Beyond Mastery) (DOK 3 and 4) 3.594%A In addition to score 3 performance, student demonstrates partial success at score %A- Student demonstrates competence regarding the targeted learning goal. (Proficient/Mastery) (DOK 2) %B No major errors or omissions regarding score 2.0 content and high partial success at score 3.0 content %C No major errors or omissions regarding score 2.0 content and low partial success at score 3.0 content 2.070%C- Student demonstrates competence regarding simpler learning goal. (Basic / Approaching Mastery) (DOK 1) %D High partial success at score 2.0 content, but major errors or omissions regarding score 3.0 content %D Low partial success t score 2.0 content, but major errors or omissions regarding score 3.0 content 1.060%D- With help, partial success at score 2.0 and 3.0 content ( Below Basic / Non-Mastery).555%F With help, partial success at score 2.0 content but not at score 3.0 content.2550%F No success even with help 040%F No attempt made by student even with interventions

GRADING SCALE The standards based grading scale uses the 4.0 scale. I have found that most students can't easily translate a score of 3.0, so I use the percentage score scale found on the right of the table. Score 4.0 or 100% More complex content Score 3.5 or 95% In addition to score 3.0 performance, partial success at score 4.0 content Score 3.0 or 90% Target learning goal Score 2.5 or 80% No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content Score 2.0 or 70% Simpler content Score 1.5 or 65% Partial success at score 2.0 content, but major errors or omissions regarding score 3.0 content Score 1.0 or 60% With help, partial success at score 2.0 content and score 3.0 content Score 0.5 or 50% With help, partial success at score 2.0 content, but not at score 3.0 content Score 0.0 or 0% Even with help, no success

DESIGNING LEARNING GOALS A class should have no more than 45 learning goals per course (22-23 per semester). Ideally, each unit of study should have no more than two learning goals. Learning goals highlight what every student should be able to know or do upon completion of a course.

DESIGNING LEARNING GOALS ✓ Determine the 3.0 content, the target learning goal. DOK Level 2 or higher ✓ Next, identify the simpler content, 2.0 DOK Level 1, student will need this information to reach the target learning goal ✓ Finally, identify the more complex content, 4.0 DOK Level 3 or 4, goes beyond the expectation and may require student to go beyond what was taught in class

Score 4.0 Student will: -apply a variety of assessment methods to observe and interpret children's growth and development Score 3.5In addition to score 3.0 performance, partial success at score 4.0 content Score 3.0 Student will: -use appropriate method of recording observations for a given scenario -demonstrate guidelines for observing young children Score 2.5No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content Score 2.0 Simpler learning goal Student will recognize or recall vocabulary, such as: -objective, subjective, anecdotal record, baseline, confidentiality, developmental checklist, frequency count, interpret, inference, running record, formal, informal, developmental norms and milestones Student will perform basic processes, such as: -describe the importance of observing children -compare and contrast methods of recording observations Score 1.5Partial success at 2.0 content, and major errors or omissions regarding score 3.0 content Score 1.0With help, partial success at score 2.0 content and score 3.0 content Score 0.5With help, partial success at score 2.0 content but not at score 3.0 content Score 0.0Even with help, no success

Score 4.0Complex learning goal: Score 3.5In addition to score 3.0 performance, partial success at score 4.0 content Score 3.0Target learning goal: Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content Score 2.0 Simpler learning goal Student will recognize or recall: Student will perform basic processes, such as: Score 1.5 Partial success at 2.0 content, and major errors or omissions regarding score 3.0 content Score 1.0With help, partial success at score 2.0 content and score 3.0 content Score 0.5With help, partial success at score 2.0 content but not at score 3.0 content Score 0.0Even with help, no success

DESIGNING ASSESSMENTS Obtrusive Assessments  Selected-response items (multiple choice, matching)  Fill in the blank  Short-constructed response  Extended constructed-response (essays)  Oral responses (formal oral reports, probing discussions)  Demonstrations Unobtrusive Assessments  Observed in the student’s natural setting and applies to skills, strategies, and processes Student-Generated Assessments  Can be used in cases where a student wishes to move from one level on the scale to the next

STUDENTS, PARENTS, FACULTY Elevator Speech

RESOURCES Formative Assessment and Standards-Based Grading by Robert J. Marzano

STANDARDS-BASED GRADING How To

PANEL DISCUSSION Creating learning opportunities Using formative assessments Designing summative assessments Grading and the gradebook