1. Standards Based Grading Stacy Linn

2.  A way of reporting grades that focuses on what the student knows- not how many problems or worksheets they can complete.  Reporting what a students knows based on clearly defined standards (QualityCore, Common Core, 4.1, etc.) Standards Based Grading is…

3.  Each class began with a learning target that was aligned with standards.  Students did practice/activities in class and as homework  I would walk around and check for completion.  Sometimes I collected assignments and would attempt to grade 90 x 5 = 450 papers per week. Traditional Classroom & Grading

4.  Quizzes were given, graded, returned and we “talked” about them.  Summative assessments were given, graded and returned. Sometimes we corrected them in class or students were asked to complete outside of class.  I begged students to turn papers in and they begged me for extra work to make-up their grades. Traditional Classroom & Grading

5.  Homework = 30%  Quizzes = 20%  Tests = 50% Grades were low. At one point the weights were dropped to see if straight points would raise grades, but it did not. Grades in My Classroom

6.  Providing students with a list of learning targets for the unit.  Using that list to organize quizzes and summative assessments.  However, there was still the assignment issue and the student focus on completing assignments (by whatever means), and little focus on actual learning. Time for a Change

8.  The grades that students were receiving did not necessarily indicate knowledge.  Students were not learning from their mistakes.  There was no cohesiveness from unit to unit and real meaning attached to student grades. Time for a Change

9.  What should student grades represent?  Should students be able to self analyze their own learning?  Is homework an achievement mark or a support to master content?  What tools do students need in order to self analyze?  Should students have only one opportunity to show comprehension? Questions to ask yourself From: Samantha Thomas, KDE

10.  For each unit determine clear learning targets aligned with the standards.  Plan your assessment so you have a guide for exactly where you are headed.  Create meaningful learning opportunities for students, so they are interested in focusing on the learning- not grades for attempts.  Create learning targets (mini-quiz) that focuses on exactly what you are looking for. Setting up Standards Based Grading

12.  4 = Exceptional (meets standard with no errors)  3 = Meets Standard (meets standard with some mistakes)  2 = Approaches Standard (minimal understanding)  1 = Beginning Standard (starting the standard)  0 = No Attempt, or not applicable Grading Scale

13. Formative Assessment Process Learning Activities->Target Check ->Students Self Assess  Quickly pull students with 1’s and 2’s to reteach.  3’s and 4’s: give an extension, analysis problems, higher level  Have students retake the next day.  This grade replaces the old grade.  Yes- 3’s can retake if they choose, but they probably just have a little question that can be addressed in their group with someone that had a 4.

14. Summative Assessment Process  The summative assessment is broken into learning targets.  Grades are given 1 – 4 for each target.  Students receive the Analysis (see example)  Students can do a self-analysis  Reteach class or learning groups- further practice if needed  Students have opportunity for retakes Summative Assessment ->Returned with Analysis-> Students Self Analyze -> Learning Groups -> Retake

16. QuestionYesNo 1 Do you feel that the new grading scale has helped your learning in the classroom? 86.9%14.3% 2 Do you feel better informed about your progress in Mrs. Linn's classroom with the new grading scale? 85.7%15.5% 3Do you prefer the new grading scale?83.3%17.9% 4 Would you recommend other teachers at Powell County High School use the same grading scale as Mrs. Linn? 76.2%26.2 5Have you felt better prepared for Unit tests with the new grading scale? 79.8%20.2% Student Questionnaire

17. Data Results 1 st & 2 nd 6-weeks Average To 3 rd 6-weeks Average

18. Data Results Regular Algebra 2 N=23 Honors Algebra 2 N=20 Regular Algebra 1 N=23 Collaborative Algebra 1 N=28 Increase 78%Increase65%Increase35%Increase57% Decrease 22%Decrease30%Decrease61%Decrease36% No Change 0%No Change 5%No Change4%No Change7%

19.  Accountability is on the student and they become involved in education and take ownership of learning.  Differentiates learning  Progress monitoring of each student  Allows students to see where their areas of growth are needed  Analysis of student achievement and target performance  Less time spent grading, more time spent creating effective classroom assessments and instructional plans. Why Standards Based Grading? From: Samantha Thomas, KDE

20.  You can still give it!  You have the option of marking it in IC, but just weighting with a 0.  This allows you to see if a student has done EVERYTHING, but still is failing assessments. What about homework?

21.  Homework?  Understanding the process and re-assessment is important Parent Communication and Support

22. Administration

23.  Providing students with support  Time  Progress Monitoring  Changing student views of homework and in class activities  Flexibility in instruction and grading Teacher Responsibilities Adapted From: Samantha Thomas, KDE