Standards-Based Grading Mel Kraft and Andrea Stewart

Why Change? "Why...would anyone want to change current grading practices? The answer is quite simple: grades are so imprecise that they are almost meaningless." - Robert Marzano Mel

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Why Change? Growth mindsets promote continuous learning. (Carol Dweck) Clarity in learning allows for a more individualized and focused instruction. Accuracy in reporting empowers students, parents, and teachers to take ownership in the shared learning experience by establishing purpose and goals. Mel

Why Do We Assess? Formative: Assessment FOR learning, rather than OF learning Purpose: A process that drives what happens next in the classroom Self-Monitoring: Where am I now? Where am I going? How do I close the gap? Mel

Standards-based Instruction Students concentrate on true mastery of a topic or skill. Teachers concentrate on teaching essential standards that every student must learn. Each lesson taught is connected to a standard, and learning targets along the way mark progress toward meeting the standard. Learning goals are clear and opportunities to meet them are varied. Andrea

How Teachers Use SBG Professional Learning Communities Iowa Core What do we expect students to learn? How will we know when they have learned it? How will we respond when they don’t know? when they already know it? Andrea DuFour & DuFour Response to Intervention Leader in Me Dr. Stephen Covey

SBG in the Classroom Tom Guskey's keys to quality grading in a proficiency-based system: Diagnostic pre-assessment Flexible group-based instruction Formative assessment (with proficiency scales) Corrective feedback Summative assessment when students are ready (with options for reassessment or enrichment) Andrea

Standards-based Assessment Students know in advance what they will need to learn. Teachers will use both informal and formal assessment to measure progress. Assessments can include performances, projects, quizzes, tests, daily assignments, etc. Students will have multiple assessment opportunities–and different assessment options– to demonstrate their understanding of the standards. Mel

Questionable Grading Practices Averaging to obtain a course grade Giving zeros for work missed or turned in late (On the 100-point scale, there is a 58-point gap between failing with a 59% and a 0%, compared to a 10-point gap for any other individual grade.) Taking credit away from students for behavior infractions -Tom Guskey Mel

Standards: Clear Learning Targets "Students can hit any target that they can see and that doesn't move." -Rick Stiggins Mel

Standards-based Reporting Grades reflect that a student is above, at, or below mastery of the standards. Standards-based education focuses on what a student knows, not how long it took to get there. It gives students the practice they need and more than one opportunity to demonstrate success—if they need it. Each student’s work is measured against the standard, not other students’ performance. Andrea

Standards-based Reporting According to Rick Wormeli, reporting of learning should be fair, meaningful, consistent, and communication-friendly. Andrea

Current Reporting Student A Student B Andrea What specific skills and concepts does Student A need to refine to succeed in Math? If both students received the same grade in Reading, does that mean they need the same instruction? Is Student B being challenged in Math? Is s/he making growth?

Current Reporting (Cont.) Andrea All three students completed the same assignment and demonstrated a different understanding of the targeted skills, but all three students received the same grade. What have these students learned?

Current Reporting (Cont.) "Mathematical precision does not yield fairer or more objective grading." -Tom Guskey Andrea

Current Reporting (Cont.) Andrea

Ideal Reporting Adapted from Marzano and Heflebower Areas for growth Andrea Areas for growth (White) Most recent standard score Original pretest score (Dark Grey) Subject broken down by standard Growth over time (Light Grey) Adapted from Marzano and Heflebower *3* = Proficiency

Ideal Reporting (Cont.) Andrea Behavior is reported separately from academic skills to provide a more accurate representation of student academic achievement Aligns with the Leader in Me skills and vocabulary *3* = Proficiency

SBG and Our School The fundamental purpose of standards-based grading is to measure and provide individual ongoing support for learning by communicating students’ degree of proficiency relative to Iowa Core academic and 21st century learning standards. Students take ownership of their own learning Learning and behaviors are more accurately measured and reported Board Goal - Improve the use of student data to achieve greater student learning Students will be more aware of what they know, what they do not know, and what they will need to know Board Goal - Increase the success of students at all levels by innovating our methods to better meet their needs Mel

Ken O'Connor's Reality Check Mel

Reflection Which student would you pick to pack your parachute and why? If these scores were in a typical teacher's grade book, which students would pass? Which students would fail? Is there any discrepancy between your answer for #1 or #2? Why? Mel

Growth Mindset Supporting students through "not yet" instead of accepting failure keeps students on the learning trajectory. -Carol Dweck Andrea

Andrea Questions?