A Standards Based Grading Case Study...Kinda

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    06-May-2015
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A basic overview of how one approach to Standards Based Grading (SBG) was implemented in a high school physics class using Microsoft Excel and the Pinnacle web-based gradebook.This presentation was given as part of a larger staff professional development on SBG.

Transcript of A Standards Based Grading Case Study...Kinda

  • 1.Standards-Based Grading (SBG)
    A Case StudyKinda
    @MR_ABUD
    #TEAMPHYSICS

2. FIRST, SOME SBG CLARIFICATION
ABUD IS:
ABUD IS NOT:
An expert on SBGyet
Paid by any SBG company
Telling you what to do in your classroom
Going to come and set up a complete canned SBG system for your classroom
A proponent of SBG
Well read and researched about SBG
Marzano and OConnor are two good sources
Experienced implementing a SBG approach last year
Well-versed with Microsoft Excel, and that made SBG easier
Available to answer questions about his experience & knowledge
3. Motivation for the Shift
Meaning of a grade
What you did vs. what you know
Students motivated (by meaning of the grade) to do assignments/tasks
Like finishing the weekend chores checklist
Focus on learning and mastery is lost
Students make up missing work at the end of a marking period for credit to help their grade
Without focus on learning for mastery, taking learning risks can be too costly
4. The Problem
How might we make a gradebetter represent what students know rather than what they did?
5. The Solution
At least, it was an attempt at one
6. This plan was developed over christmas break & implemented at the start of 2nd semester
Actions Taken:
Stopped checking in homework all together
Previously was checked for completion (approach to assess student attempt)
Wrote standards for each unit (adapted from curriculum map and state HSCEs)
Written in student-centered I statements
Developed assessments that generated ostensible evidence of student learning on standards
Linked individual assessments (and even individual questions) to one or more standards
Kept record of student scores on assessments
Reported student assessment scores according to standards
Used an average of all assessment scores for a given standards
Managed Scores in Microsoft Excel
Created Standards in Pinnacle instead of assignments
Input standards scores in Pinnacle
Calculated summative score & reported all standards and ratings to students separately from their report card
7. Tracking Progress with Graphs
8. Tracking Progress with Tables
From: Frank Noscheses blog post, The Tower (7/27/11)
9. Gradebook Before
10. The SBG Scale
Inspired by the 4.0 grade point average system, the rating system used in SBG simply assigns a numeric value to a level of proficiency.
Here is how it looks in comparison to how we are used to grading:
11. GradebookAfter
12. Findings
Students:
Agreed with SBG as a means to more accurately reflect what they know
Used the feedback from their SBG report to improve their understanding and strived for mastery (completed reassessments)
Stopped copying just to get assignments completed so they would get [their] points toward a grade
Shifted their focus from doing to learning
Struggled with the adjustment to a different grading approach that
Did not readily see how to use SBG feedback, or did not choose to use the SBG feedback
Still asked, what assignments am I missing that my grade is so low?
Wished it had been implemented from day 1
13. Complaints & Criticisms of SBG
Students:
Cognitive dissonance with regard to grading
What the formula (WTF) moments occurred when students could not figure the calculation of their grade
SOLUTION: MORE TRANSPARENT PROCESS
Forces them to have to know it
Many are used to being able to fake it to make it (the game of school)
SOLUTION: START FROM DAY 1 & INTRODUCE PROCESS WITH AN INVITING EXPERIENCE
Mr. Abud, I was wondering what my grade is; it says approaching proficiency a bunch of times.
14. Complaints & Criticisms of SBG
Parents:
Not possible with Pinnacle to see why their student has the grades on the standards that they do
Searching for a missing checklist that their student did not complete
SOLUTION: STUDENTS KEEP TRACK OF THEIR PROGRESS
Grade lower than expected, yet student does their work
Parents used to having completion accountability for students grades
SOLUTION: LETTERS HOME EXPLAINING PROCESS
Perhaps my grade was artificially inflated by all that copying I did on my homework forcompletion
15. Conclusions, Reflections, & Recommendations
Strengths (+)
Changes ()
Focus on learning, not just doing
Opportunity for improvement
Removes pressure of academic risk-taking
Connects grade to learning
Makes assessment and grading more transparent/relevant
Standards in gradebook instead of tasks
Starts from day 1
Students track their own progress
More formative assessment
Obtrusive
Unobtrusive
Student-generated
Rubrics
Letter home to explain process
16. Next Stepsfor Interested Parties
Consider
How you ALREADY use rubrics to assess students
What your performance objectives look like
To what extent your assessments connect to your objectives
The function of homework in your class (practice or chore)
Reflect on
How often you have students wanting to make up missing work for points but gain nothing from doing that work
The extent to which a grade in your class truly reflects learning
Whether your students are motivated to learn or do
What opportunities exist for students to recover from early mistakes
17. ACTIONS YOU CAN TAKE TO TRY SBG
The following actions can be part of a small action research project in your own classroom:
Consider for an upcoming unit/chapter/lesson/project
Writing objectives in I statement language that connect to your content standards
Developing assessments (formative and summative) that make it easy to observe proficiency with the objectives
Adding a rubric to that assessment if it doesnt already have one (omit components unrelated to objectives, e.g., 1 margins)
Creating proficiency rankings with explanations of each ranking level
Assessing students according to the rubric components
Reporting students scores on the rubric and generating a summative score as well
Providing students a means to track their own performance
Debriefing the grading approach with your class
18. Final Thoughts
SBG is not a replacement for a summative grade
It just gives more substantive meaning to that grade
It is completely possible to implement with any number of students in any content area
It is best for teachingand learning
It promotes formative assessment, feedback, and student ownership over learning
It can be done in a low-tech (paper grids / graphs) or a high-tech way (Excel, Pinnacle, cloud-based apps)
It is more fun when you do it with others
19. Resources

  • SBG w/Voice

20. http://t.co/MBvlgNM 21. US Dept. of Ed. SBG Resources 22. http://1.usa.gov/lOgtWu 23. Frank Noscheses Action-Reaction Blog 24. http://fnoschese.wordpress.com/Always Formative Blog:
http://bit.ly/ksFvZk
ActiveGrade a cloud-based web app for SBG
http://activegrade.com
Sample Classroom SBG Policy Handout
http://bit.ly/nnAGly