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1. Standards-Based Grading in the Science Classroom How do I make my grading support student learning?
2. Standards-based Grading How do I make my grading:
Infinite Campus compatible?
3. Our Job To show you how a standards-based grading system works.
To show you how standards-based grading can improve student motivation and performance
4. We will do that by Sharing examples of formative and summative assessments that focus on learning targets.
Presenting a method for using learning targets as the structure for a standards-based grading scale.
Sharing examples of student opportunities to demonstrate target mastery that allows them to take ownership of their learning.
5. Rockcastle County Middle School 625 students grades 6-8
2 teams per grade level
70% Free and reduced lunch
2007 AI 95, 2008 AI 98, 2009 AI 105
6. Guidelines for Grading in Standards-Based Systems Relate grading procedures to learning goals (targets)
Use criterion-referenced performance standards as references points to determine grades
Limit the valued attributes included in grades to individual achievement
Sample student performance do not include all scores in grades
Grade in pencil keep records so they can be updated easily
Crunch numbers carefully if at all
Use quality assessments and properly recorded evidence of achievement
Discuss and involve students in assessment, including grading, throughout the teaching/learning process
Ken OConnor, How to Grade for Learning, p. 44
7. Standards-based Grading in a Nutshell Focuses on whether students know what you want them to know
Provides opportunities for variable learning paces
Rewards students who continue to try mastering the information/concepts
Gives a clear indication of what students know and dont know
Gives a clear picture of where your instruction is being effective/ineffective
8. The Backbone of a Good Standards-based system? Learning Targets that are:
Clear to all stakeholders
Communicated to students
Adjustments to learning made
9. Student Friendly Learning Target Example Standard: SC-07-4.6.2 Students will:
describe the transfer and/or transformations of energy which occur in examples that involve several different forms of energy (e.g., heat, electrical, light, motion of objects and chemical).
Explain, qualitatively or quantitatively, that heat lost by hot object equals the heat gained by cold object.
10. Student Friendly Learning Target Example I can give examples of energy.
I can give examples of energy transfer. That means when energy is moved from one object to another.
I can give examples of energy transformations. That means when energy is changed from one form to another form.
I can describe the exchange of energy between hot objects and cold objects.
12. Clear, Student-friendly Targets Turn knowledge, skill, reasoning, and product pieces into I can target statements.
Targets should use student-friendly language.
Targets should be attainable.
Provide clear, stationary targets for students to aim at and they will hit them.
Give students a copy of learning targets for the unit.
13. Students who can identify what they are learning significantly outscore those who cannot.
14. Assessment Formative
Tied to how student is doing on a particular target
Use to identify growth areas and show how to close the mastery gap
Generally not included in grading of target mastery
Includes assessment items for all targets in a unit
Diagnoses strengths and weaknesses of student
Provides road map for attaining target mastery
Determines current performance on targets
15. Using Targets for Post-Assessment Development Matching the assessment method to the type of target.
Determining adequate sampling size.
Assessment format considerations: open response vs. multiple-choice, time constraints
Quality of questions, information value of incorrect answers
16. Summative Feedback Before using targets: score 65%
Student knows what questions they got right/wrong
Kept the score and went on, maybe reviewed, but still went on
No diagnosis of problems and ways to address them perhaps taking a test again but no plan as to what to focus on
No idea on student or teachers part of strengths and weaknesses
17. Summative Feedback After using targets: score 65%
Get results broken out by target
Students know what they do well and what they need to work on
Students have opportunities to work on identified targets and gain understanding before trying again to show mastery
Diagnostic tool to show strengths and weaknesses by student and class
18. Re-testing Students have received summative assessment results by target
Identify targets needing improvement
Work on target practice in preparation for re-testing
Re-test only over identified targets
Evaluate results, rinse, and repeat!
20. Our Grading Format All assessments, formative and summative, are based on learning targets
Students grades are based on how well they show mastery of learning targets
Behaviors are not factored into grade unless the behavior is an identified and communicated learning target
Students are aware of targets being assessed
Students are given multiple opportunities to demonstrate mastery of targets
21. No Grades for Homework
22. Learning Target Performance Criterion Student performance is divided into three categories
Students receive a score of 1, 2, or 3 for each target depending on their performance
23. Summative Assessment Provides itemized feedback on performance per learning target
24. Why Do We Need a Grade? They will be around for a while
Parents expect and understand them
Students need something to compare their learning to
Communities are not ready for no grades
Administrators are not ready for no grades ?
25. So Wheres the Grade? Total points possible for each target is 3
Total points for unit is number of targets times 3
Students total points earned divided by total unit points gives percentage
All 2s (developing) = 67% D
2s and 3s = 83% low B
All 3s (mastery) = 100% A
26. Re-testing Opportunities for re-teaching
Reviewing test results
Learning target practice
Re-test by target
Targets receiving 1s must be worked on
Targets receiving 2s can be worked on
Results on re-test provide information for further narrowing of mastery gap
27. Infinite Campus Targets are entered as different assignments
Assignment is given a name Ecosystem Learning Target #1
Assignment description contains the target statement
Each assignment is worth a maximum of 3 points
28. Infinite Campus Information Section Summary report gives a great deal of information
Reading across a student line tells how the student is doing on each target
Reading down the learning target column tells how the class is doing per target
29. Todays Take Home Message on Standards-Based Grading Students are graded on their mastery of standards (learning targets)
There are communicable levels of performance leading to mastery
Only mastery of standards is included on grade calculation
Students receive multiple opportunities to show mastery of standards
Standards-based grading gives students the chance to take ownership of their performance