Standards-based Grading Practices-Math

Anne Knackert knackeaf@milwaukee.k12.wi.usLearning Technologies Dept

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

“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

Current Research on Assessment

•Current grading practice is

highly inaccurate

•Purpose of grades is

feedback on standards

•Feedback on nonacademic

factors should be kept

separate

•Advocates rubric scoring

• Summative vs. Formative

• Assessment of Learning vs. Assessment for Learning

• Value in ungraded practice

More from Doug Reeves and Ken O’Connor

•Grading is always

somewhat subjective

•Grading involves

questionable

practices

•Averaging and

zeroes create

meaningless grades

•Advocates Standards

Based grading

Robert Marzano Rick Stiggens Thomas Guskey

Traditional Grading Standards-based Grading

Emphasizes Compliance

All activities are graded

Activities can be weighted differently

Huge advantage for students who come into the course knowing the material.

All grades are averaged

Zeroes kill

Emphasizes Competence

Evidence is graded. Practice is not graded (feedback provided).

Different pieces of evidence can be weighted differently

Equal opportunity for students who learn content during the time of the course

New Evidence replaces old evidence

Zeroes only exist if students made no effort to provide evidence

Examine your current grading practice…

Competence vs. Compliance

Separate Academic and Nonacademic Factors

Grades are NOT used to Punish--Zeroes

Averaging vs. Most Recent Achievement

Ungraded Practice vs. only Evidence

SBG Trad

Performance Levels– AD: Advanced, exceeding grade level expectations– PR: Proficient, meeting grade level expectations– BA: Basic, just below grade level expectations– MI: Minimal, far below grade level expectationsProficiency Levels entered must be based on grade level

expectations for ALL students—special needs, English language learners

Separate Effort grade allows teachers to:• Allows teachers to report on effort separately for each

content area• Avoid mixing nonacademic factors into the standards based

academic grade• Allows teachers to indicate high effort for struggling students

or low effort for high performing students—indicate improvement6

Mathematics• Take some time to examine the white documents with the

CCSS as they are stated on the new standards-based report cardo Which standards will teachers struggle with?o What resources already exist to support teachers?

• Look at the yellow handout.o How would the handbook pages help the

fourth grade teacher understand their CCSS?o What other resources does the handbook

provide?7

Though only 35 MPS schools are using the new standards-based report card in 2011-

12, ALL students at ALL schools in MPS focus on the

standards shown in these handbooks.

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Reflection• How can I support math teachers who are using the

new standards-based report card by growing their understanding of the CCSS in math?

• How do the resources for the report card pilot support all teachers in MPS?

• Can a teacher teach and grade the CCSS if they do not understand the standards themselves?

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Resources: -Transforming Classroom Grading by Robert Marzano (ASCD)-Grading and Reporting Student Learning by Thomas Guskey-New Mission, New Beliefs: Assessment for Learning by Rick Stiggins-Grading What Matters by Tony Winger (ASCD)How to Grade for Learning by Ken O’Connor

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Credit Where Credit is Due