Standards Based GradingStacy Linn

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…

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

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

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

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

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

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

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

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

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.

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

  Question Yes No

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

%

3 Do 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

5 Have you felt better prepared for Unit tests with the

new grading scale?

79.8

%

20.2

%

Student Questionnaire

Data Results

1st & 2nd 6-weeks AverageTo

3rd 6-weeks Average

37%

59%

4%

Percent of Grade Change

DecreaseIncreaseNo Change

Data Results

Regula

r

Algebr

a 2

N=23

Honors

Algebra

2

N=20

Regular

Algebra 1

N=23

Collaborati

ve Algebra

1

N=28

Increas

e

78% Increase 65% Increase 35% Increase 57

%Decreas

e

22% Decreas

e

30% Decrease 61% Decrease 36

%No

Change

0% No

Change

5% No Change 4% No Change 7%

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

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?

Homework? Understanding the process and re-assessment is

important

Parent Communication and Support

Administration

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