1. Standards Based Grading: A New Outlook on Grading

2. “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

3. Traditional Grading Letter grades-A, B, C, D, F Academic achievement tainted by non-academic factors Grade everything and average it together Chronological listing of all the assignments Report a single grade for a class

4. Practices that Inhibit Learning Including behaviors in academic grade Assessments not linked to learning targets Grading first effort (formative assessment) Assigning Zeros as grades (The Power of Zero) Always using the average to determine a grade Old and recent scores are given the same weight

5. Grading Problems through a High Ability Lens If the child is working above grade level and earns a C, is that fair? How do letter grades affect a child’s self-esteem if a child who has always earned all A’s suddenly isn’t earning them anymore because he or she is now being appropriately challenged in a high ability classroom? Letter grades encourage perfectionism, or worse, only doing what you need to do the get the A and nothing more.

6. What is a Learning Standard? …an agreed upon statement of what a student should know and be able to do in a given content area.

7. STANDARDS BASED GRADING A focus on mastering content “standards” instead of accumulating points A report of what students know and are able to do A balance of formative and summative assessments (body of evidence) A record keeping system that informs instruction A system that encourages student reflection and responsibility for learning

8. Guiding Principle #1 The purpose of a report card is to communicate student achievement Based on Common Core State Standards and Indiana Standards Academic performance only Behaviors reported separately

9. Guiding Principle #2 A reporting program should: Be Fair Be Consistent Support Learning Promote Communication between teachers/students/parents

10. Guiding Principle #3 Relate assessment procedures to learning goals Identify critical concepts/skills Assess individual concepts/skills Mastery is the standard Summative vs. Formative activities Multiple Opportunities to Demonstrate Learning

11. Real Life Applications In real-life, attainment of important milestones (SATs, certificates, drivers’ licenses, CPA, bar exam, medical boards, etc.) allows for multiple opportunities with course corrections along the way. Sports Raises in the private sector

12. Alexandria Community School Corporation Standards-Based Report Card 7 C’s of Success in the Global Community: Content Communication Collaboration Critical Thinking Creative Thinking Commitment Confidence 21 st Century Skills Affective Domain Standards (CCSS and Indiana)

13. Academic Reporting Key 4 – Exceeding Learning Standards Student performance demonstrates an understanding of the knowledge and skills beyond expectations and consistently shows evidence of higher level thinking. 3 – Meeting Learning Standards Student performance demonstrates a thorough understanding of the knowledge and skills expected at this grade level. 2 – Approaching Learning Standards Student performance demonstrates a partial understanding of the knowledge and expected at this grade level. 1 – Not Meeting Learning Standards Student performance does not demonstrate an understanding of the knowledge and skills expected at this grade level. N/A – Standard Not Introduced Yet This School Year

14. Scoring for the Supporting C’s of Success Meets Expectations = ME Improving = IM Needs Improvement = NI Not been modeled/taught yet; Not scored= N/A

15. Assessment Scales for Standards Based on the CCSS for math and English/language arts Based on the Indiana Academic Standards for Science and Social Studies All standards and scales will be posted online as they are completed https://sites.google.com/site/alexacade micprograms/ https://sites.google.com/site/alexacade micprograms/

16. Final Thoughts “By comparing one child’s performance to a clear standard, parents, children and teachers all know precisely what is expected. Every time a student attempts a task, the performance is compared to the standard, not to other children’s performances. The most important advantages for children and families are fairness, clarity, and improved learning.” --Doug Reeves (101 Questions and Answers about Standards, Assessment, and Accountability, 2004)