1. Standards-Based Grading
School of Rock Presentation
August 27, 2015
Stefanie Reistad-Schwartz
Granite Falls School District

2. Beware of the Education Pendulum
Note about pendulum swing in education – how can we find a middle ground? 2

3. Beware of the Education Pendulum
Wrecking Ball
Beware of the
Education Pendulum
Note about pendulum swing in education – how can we find a middle ground? 3

4. Objectives to reflect on our grading practices
to understand the differences between standards-based grading (SBG) and traditional grading
to consider the paradigm shift of standards-based grading as it relates to students, parents, teachers, etc.
to learn some strategies for implementing SBG in the classroom 4

5. Reflection
Think of a time when you struggled to learn something, either as a student or as an adult.
What helped you learn that skill or content?
How did you feel as a learner? 5

6. Why Grade?

7. Common Ground Why do we grade our students?
What does a grade represent to students, parents, teachers, coaches, colleges, employers, etc.?
puzzle groups
small groups discuss three questions (3 minutes)

8. Purpose of Grading for administrative purposes
to give students feedback about their progress and achievement
to provide guidance to students about future course work
to provide guidance to teachers for instructional planning
to motivate students
Administrative: matriculation and retention, placement when students transfer from one school to another, student entrance into college, pupil's rank in class, credits for graduation, and suitability for promotion to the next level
Transforming Classroom Grading by Robert J. Marzano

9. Determining Grades

10. Common Ground
How do you determine grades on your assignments and assessments?
How do you organize your grades in Skyward (or in your gradebook)?
puzzle groups
small groups discuss three questions (3 minutes)

11. Scoring Assessments Section A
Ten multiple-choice items that are factual in nature but important to the topic.
Section B
Four short constructed-response items that require students to explain principles or give examples of generalizations as presented in class.
Section C
Two short constructed-response items that require students to make inferences and applications that go beyond what was presented in class.
Points for Section A: ____________
Points for Section B: ____________
Points for Section C: ____________
Total: ____100_____

12. Scoring Assessments Teacher 1 40 / 40 20 / 40 0 / 20 60 Teacher 2
Points Assigned Section A
student answered all 10 correctly
Points Assigned Section B
student answered 2 out of 4 correct
Points Assigned Section C
student answered 0 out of 2 correctly
Total Points
for Student
(Final Score)
Teacher 1
40 / 40
20 / 40
0 / 20 60
Teacher 2
20 / 20
0 / 40 40
Teacher 3
60 / 60
10 / 20 70
Teacher 4
70 / 70
0 / 10 80
Teacher 5
0 / 60 30

13. Total Points Grading Student 1 Student 2 Student 3 Student 4
does all of his work and turns work in on time
no behavior problems
does some extra credit
grade on test shows some understanding and skill (but no specific content or skill identified)
Student %:
does only 70% of his work and/or turns work in late
a bit squirrely in class
does not do extra credit
grade on test shows some understanding and skill (but no specific content or skill identified)
Looking at the grades alone, one might think that student 3 is having the most difficulty in the class and student one is doing fairly well; however, student 3 is actually matched with student 1 in skills. His grade drops 33% because of his behavior.
Would anyone be concerned about student 1? How might this grade be deceiving to all parties? Good student but struggles with skills.
What skills or content are assessed on the story test? If a student does not do well, what
In this example, 54% of the grade is based on assessment points (story test); however, that will vary depending on the number of practice activities entered and the points assigned to future practice and assessments. Difficult to be intentional with this type of grading.
Student %:
does very little work and/or does not turn work in on time
poor behavior in class
Mom made him do extra credit
grade on test shows some progression towards understanding and skill (but no specific content or skill identified)
Student %:
does all of her work and turns work in on time
no behavior problems
does all extra credit possible
grade on test reveals that student is really struggling with understanding and has not developed skills - needs intervention or reteaching (but no specific content or skill identified)

14. Weighted Category Grading
Student 1
Student 2
Student 3
Student 4
Student %:
does all of his work and turns work in on time
no behavior problems
does some extra credit
grade on test shows some understanding and skill (but no specific content or skill identified)
Student %:
does only 60% of his work and/or turns work in late
a bit squirrely in class
does not do extra credit
grade on test shows some understanding and skill (but no specific content or skill identified)
Weight is reading 30, writing 30, language 20(skills), assignments (for any others that doesn’t fit) 20 - or something close to that
Student %:
does very little work and/or does not turn work in on time
poor behavior in class
grade on test shows some understanding and skill (but no specific content or skill identified)
Student %:
does all of her work and turns work in on time
no behavior problems
does all extra credit possible
grade on test reveals that student is really struggling with understanding and has not developed skills - needs intervention or reteaching (but no specific content or skill identified)

15. Comparing Traditional Grading to Standards Based Grading

16. Comparison of grading models
Traditional Grading
Standards-Based Grading
1. Based on assessment methods (quizzes, tests, homework, projects, etc.). One grade/entry is given per assessment.
1. Based on learning goals and performance standards. One grade/entry is given per learning goal.
2. Assessments are based on a percentage system. Criteria for success may be unclear.
2. Standards are criterion or proficiency-based. Criteria and targets are made available to students ahead of time.
3. Use an uncertain mix of assessment, achievement, effort, and behavior to determine the final grade. May use late penalties and extra credit.
3. Measures achievement only OR separates achievement from effort/behavior. No penalties or extra credit given.
4. Everything goes in the grade book – regardless of purpose.
4. Selected assessments (tests, quizzes, projects, etc.) are used for grading purposes.
5. Include every score, regardless of when it was collected. Assessments record the average – not the best – work.
5. Emphasize the most recent evidence of learning when grading.
Adapted from O’Connor K (2002). How to Grade for Learning: Linking grades to standards (2nd ed.). Thousand Oaks, CA: Corwin Press.

17. Standards-Based Grading
Student 1
Student 2
Student 3
Student 4
Student %:
does all of his work and turns work in on time
no behavior problems
shows progression towards proficiency in seven standards, but needs support in two others
Student %:
does only 60% of his work and/or turns work in late
a bit squirrely in class
shows progression towards proficiency in eight standards, but needs support in one other
Weight is 35 reading, 35 writing, 15 language (skills), 10 speaking and listening (participation, 5 work habits (employability skills)
Student %:
does very little work and/or does not turn work in on time
poor behavior in class
shows progression towards proficiency in four standards, but needs support in others
Student %:
does all of her work and turns work in on time
no behavior problems
scores demonstrate that even with support student is not even progressing to proficiency in many standards
*extra credit not offered, but retakes/redos are

18. Standard Proficiency Scale
Standards are assessed according to a four-point scale:
4 exceeds standard / advanced
3 proficient in standard / proficient
2 progressing to standard / basic
1 does not meet standard / below basic

19. Standard Proficiency Scale
Make inferences and use textual evidence to support conclusion ELA Reading Standard 4
In addition to score 3.0 performance, the student demonstrates in-depth inferences and application that go beyond what was taught.
3.5
In addition to score 3.0 performance, partial success at score 4.0 content. 3
The student will:
cite textual evidence to support analysis of what a grade-appropriate text says explicitly, as well as to support inferences drawn from the text.
2.5
No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content. 2
The student will recognize or recall specific vocabulary, such as:
analysis, cite, explicit, inference, logical, support, text, textual evidence
The student will perform basic processes, such as:
describe what a grade-appropriate text says explicitly and draw logical inferences
1.5
Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content. 1
With help, partial success at score of 2.0 content and score 3.0 content. .5
with help, partial success at score 2.0 content but not at score 3.0 content
Even with help, no success.
this is the actual standard
you can use learning progressions (standards from previous grades) to create the simpler content

20. Learning Progressions

21. Conversion Scale to Traditional Grade
Scale Score
Percentage Score
Traditional Grade
97-100 A+
93-96 A
90-92 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-
67-69 D+
63-66 D
60-62 D-
Below 1.00 50 F

22. The Paradigm Shift

23. Shifts in our thinking
A student’s grade reflects what a student knows and can do.
All students learn, but some may need more time and/or more help than others. A student’s grade shouldn’t be penalized for making mistakes or needing more time.
Grades are not about competition with other students; grades reflect each student’s mastery.
I didn’t become a teacher to grade students; I became a teacher to help kids learn.

24. Where do I begin?

25. Where to begin?
Carefully select or combine your standards - you don’t need to formally assess every standard and you may want to add in additional standards that are not part of the CCSS.
Review your assessments and determine what skills or content is being assessed. Make adjustments to align with your standards.

26. Shifts in Thinking

27. Students Tracking Progress
Growthmindset Article 9/24/2015
Education Article 9/27/2015
Emerson Education Essay 10/5/2015
Catcher in the Rye excerpt 10/12/2015

28. Where to begin?
The focus is on mastery learning without penalty. Allow students to retake and redo assessments. Provide opportunities for students to show their knowledge or skill in a variety of ways and have choice in how they are assessed.
Determine what student work should be included in the gradebook. Not everything has to be in there. Include a separate category for employability skills (timeliness, participation, cooperation, etc.).

30. You type in your standards
Activegrade
You type in your standards
Student 1
Student 2
Student 3
Student 4
You can assign different calculation methods for each standard.
Decaying Average: The most recent score is worth 70% (or whatever you decide) of the grade and the combined average of the other entries is worth 30% of the grade.
Most Recent Score: Grade reflects the most recent score and does not take in to account previous scores.

31. Activegrade
You can enter multiple standards for each assessment, allowing students to see what their strengths are and what they may need to work on.
Student 1
Student 2
Student 3
Student 4

32. Student 1 - shows progress in each standard and lists all assessments and scores.

33. Resources How to Grade for Learning K-12, Third Edition, Ken O’Connor
Explains how to improve grading practices by linking grades with standards and establishing policies that better reflect student achievement.
Formative Assessment and Standards-Based Grading, Robert Marzano
How to design formative assessments, how to track student progress, how to assign meaningful grades.
Using Common Core Standards to Enhance Classroom Instruction and Assessment, Robert Marzano
Provides an understanding of the CCSS with steps to integrate them into classroom practice. Hundreds of ready-to-use proficiency scales created from the CCSS to help teachers assess students’ progress.
This powerpoint can be found at