1. Standards-Based Grading
November 5, 2015
MATES Parent Informational Night

2. Standards-Based Grading
Learning Goals
Feedback
Assessments

3. American educators have inherited a 100-year old system that was never designed to promote learning

4. Grading systems remain relatively unchanged over the past century
Final grades might reflect achievement, growth, compliance, effort, behavior, etc.
A letter grade doesn’t give a lot of clear information about the student

5. Standards-Based Grading
The transition to new state standards is shifting practices across education
Rethinking standards, curriculum, instructional strategies, and… GRADING practices
Powerful lever for teachers to critically re-examine practices
A more technical issue than just tallying points
A substantive change that is woven into everyday work

6. What is Standards-Based Grading?
Communicates how students are performing on a set of clearly defined learning targets called standards
Identifies what a student knows, or is able to do, in relation to pre-established learning targets
Standards-based report cards give a grade for each learning target
Students receive multiple grades in each subject area
Each subject is broken into several categories
Under each category is a list of skills each student should be able to do and a grade to show how each student is doing
Each grade on the report card represents a skill or knowledge standard the student has had the opportunity to learn
Provides a meaningful snapshot of academic achievement
Third Grade
Report Card
Math
Operations and Algebraic Thinking
Multiplies and Divides Within 100

7. Math Fifth Grade Report Card Numbers and Operations
Multiplies and Divides Fractions

8. How Does Standards-Based Grading Differ from Traditional Grading?
Traditional Grading System
Standards-Based Grading
Scores for entire grading period are averaged together
Measures student’s mastery of grade-level standards by prioritizing the most recent, consistent level of performance
Early low scores are averaged together with more proficient performance later in the course, resulting in a lower overall grade than current performance indicates
A student who might have struggled at the beginning of a course, when encountering new material, may still be able to demonstrate mastery of key concepts by the end of the grading period
Variables such as effort, participation, timeliness, cooperation, attitude, etc. may all factor in to a student’s grade
Separate academic performance, work habits, and behavior to provide an accurate view of student’s progress in all areas

9. How Does Standards-Based Grading Differ from Traditional Grading?
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Average Score
Traditional Grade
55%
65%
75%
85%
95% C
Assume Units 1-5 build progressively on one concept, and Unit 5 is a cumulative test.
Has this student met the standard?

10. Have they met their goal?

11. The key question is, “What information provides the most accurate depiction of students’ learning at this time?”
In nearly all cases, the answer is, “The most current information.” If students demonstrate that past assessment information no longer accurately reflects their learning, that information must be dropped and replaced by the new information. Continuing to rely on past assessment data miscommunicates students’ learning.
-Thomas R. Guskey

12. How Are My Child’s Marks Determined?
A series of assessments – both formative and summative
Practice assignments and homework are for practice and serve as feedback and instructional support for both students and teachers
Teachers may require students to complete practice work before taking or re-taking an assessment
The end-goal is mastery of all grade-level standards

13. What Do Each of the Numbers in the 4 - Point Scale Represent?
Mark
Meaning
4 – Exceeds the Grade Level Standard
Indicates that a student exceeds a standard by consistently demonstrating an advanced level of understanding and/or the ability to apply their knowledge at a higher level
3 – Meets the Grade Level Standard
Indicates that a student has independently achieved the standard by demonstrating mastery of the standard
2 – Approaching the Grade Level Standard
Indicates that a student is developing an understanding of a standard, but may be in need of additional instruction and/or support
1 – Does not meet the Grade Level Standard
Indicates a minimal understanding of a standard or the student shows limited evidence of understanding the standard

14. What Do Each of the Numbers in the 4 - Point Scale Represent?
I did all that was asked of me and much more; that’s how I earned a 4.
I did all that was asked of me; that’s how I earned a 3.
I almost did all that I was supposed to do; that’s how I earned a 2.
My work lacks effort, and is not done; that’s how I earned a 1.
-Mrs. Lara

15. 4-Point Scale 4 3 2 1
100-Point Scale
100 90 80 70 60
The four-point scale is a rational system, as the increment between each letter grade is proportionate to the increment between each numerical grade – one point.
The common use of the zero today is based not on a four-point scale, but on a 100-point scale. This defies logic and mathematical accuracy.
-Dr. Douglas Reeves 10 1 10 1 10 10 1 60
Do The Math!

16. Is it Possible to Achieve a Grade of 4?
Yes, Teachers’ lessons and assessments will offer opportunities for students to excel
However, a score of 4 indicates performance that is consistently above what is expected for mastery at that point in the school year
Level 4 would indicate a much deeper understanding of a standard, the ability to apply that knowledge, make connections, and extend learning beyond the targeted goal
Remember that a 4 is not the same as an A

17. How Does this Relate to an A-F System?
Cannot compare a traditional grading system to standards-based grading
A 3 is not the same as a B, a 4 is not the same as an A, etc.
Standards-based grading identifies a standard and indicates whether or not a student is meeting the standard at a given point in the school year
A 3 is defined as meeting grade level standards and indicates that a student has demonstrated mastery of the skills that were expected to be learned by that point in the grading period

18. Goals
All teachers use improved methods of standards-based grading tied to state standards
Throughout the school, grading and instructional practices are more accurate, fair, and understandable to students, parents, and school staff
There are stronger collaborative relationships among staff and a greater sense of efficacy among teachers
For Teachers:

19. Goals
Students can describe expectations for performance and their own place on that trajectory
They have a greater sense of agency and efficacy about their academic performance
They have a stronger sense of hope in their own success and of trust in their teachers
For Students:

20. Standards-Based Report Card
Consistency K-2 and 3-5
Standards-based
1, 2, 3, 4 in all grade levels
Wording matches the Smarter Balanced scoring
Separate marks for behavior and work habits

21. Where Can I Find More Information?
California State Standards:
Study Those Who Study What Works:
Chappuis, Stiggins, Arter & Chappuls, Assessment for Learning: An Action Guide for School Leaders (2009)
Cooper, Redefining Fair: How to Plan, Assess, and Grade for Excellence in Mixed-Ability Classrooms (2011)
Depka, Bringing Homework Into Focus: Tools and Tips to Enhance Practice, Design and Feedback (2014)
Guskey, On Your Mark: Challenge the Conventions of Grading and Reporting (2015)
Guskey, Implementing Mastery Learning (1996)
Marzano, Formative Assessment and Standards-Based Grading: Classroom Strategies that Work (2009)
O’Connor, How to Grade for Learning: Linking Grades to Standards (2002)
Reeves, Elements of Grading: A Guide to Effective Practice (2010)

22. Final Thought…
Celebrate LEARNING, and use grades as one measure of your child’s progress