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Standards Based Grading and Reporting. Parent Event 08/22/13. This Evening’s Norms…. Approach topic with an open mind.
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Standards Based Grading and Reporting Parent Event 08/22/13
This Evening’s Norms… • Approach topic with an open mind. • “Action and reaction, ebb and flow, trial and error, change - this is the rhythm of living. Out of our over-confidence, fear; out of our fear, clearer vision, fresh hope. And out of hope, progress.” Bruce Barton • Demonstrate respect, support, and grace for all stakeholders. • New initiatives can be challenging. Supporting each other will assist in overcoming hurdles and obstacles. • Take the opportunity to capture feedback and questions. • This is a pilot year for the standards based grade card. Please use the questioning/feedback sheet to ask questions and/or offer ideas. • Our focus this evening is standards based grading, and we will work to stay on topic in the limited amount of time we have together.
Principles of Learning • Students learn in different ways. • Students learn in different time frames. • Mistakes are necessary and productive in learning. • Problem solving and critical thinking are integral parts of learning. • Students must have ownership in their own learning and data. • Students must understand the purpose of their learning. • Students need more frequent and specific feedback. • Students’ scoring is based on achievement of a learning goal, not attitude or effort.
Our Discussion… • Reasons for adopting standards based grading, assessment, and reporting • A snapshot of how grades will be reported both on assessments and on the grade card • Student data folders – AIMSWeb, Galileo, classroom observations and assessments • A glimpse of the standards based grade card and how it is organized • Resources that parents can access to learn more about a standards based system
Why Standards Based Grading? • Above all else, to help create a greater focus on student learning: • 40 years of research by Robert Marzano and associates. • Greater concentration on the most important skills students should learn (Power Standards) • Scores associated with learning goals that show how well students have mastered the skills on a continuum of progress • Separate marks for behavior, effort and work habits…distinguishing learning opportunities from non-learning criteria.
Three Commitments to Students Commitment #1: Provide Feedback Through Classroom Formative Assessment and Grading. Commitment #2: Foster and Support Effective Teaching in Every Classroom Commitment #3: Build Background Knowledge for All Students
Each of the three commitments ensures a certain standard of instruction occurs in every classroom and has a causal relationship with student achievement.
Identifying and Reporting Student Scores/Grades… • Students’ scores are captured with the use of learning goals. • Unlike traditional grading systems, standards based approaches allow multiple opportunities for student learning. • Frequent and effective assessment of grade level objectives provides evidence of learning over time. • Based on the collection of scores over time, a final score/grade is determined for reporting on the grade card.
Learning Goal Achieve Initial Understanding and Proficiency Deepen Understanding and Increase Proficiency Use and Apply Knowledge Meaningfully A learning goal identifies what students learn, separate from what they do to demonstrate that learning.
Why do we use learning goals? • Learning goals provide a set of shared expectations among students, teachers, administration and the general public (Marzano, 2009). • Learning goals are important to the day to day execution of classroom activities. Without clear learning goals, classroom activities lack direction (Marzano, 2009).
Student Data Folders and Class Data Centers… • Student Data Folders: • Allow students to be in charge of their own learning. • Foster motivation, risk-taking, and learning responsibility for our students. • After conferences these will come home every other Tuesday for your viewing and discussion purposes with your children. • Class Data Centers: • Class data will be posted based on the learning goals students are tracking. • Data will be discussed by students and teacher as a class to draw focus to the goals they are reaching.
Indicators for students knowing the objectives… When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.
Let’s take a look at the Grade Card… • Refer to your handouts for an example of the grade card. • The grade card offers a clear distinction between learning opportunities and non-learning attributes (behavior, effort, etc.). • Learning sections on the grade card are divided into various reporting topics aligned with state standards. • These same reporting topics are also embedded in the learning goals, providing guidance for creating a score on the grade card.
