Standards Based Grading

1. Standards Based Grading Stacy Linn

2. Standards Based Grading is… 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.)

3. Traditional Classroom & Grading 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.

4. 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.

5. Grades in My Classroom 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.

6. Time for a Change 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.

8. 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.

9. Questions to ask yourself From: Samantha Thomas, KDE 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?

10. Setting up Standards Based Grading 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.

12. Grading Scale 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

13. Formative Assessment Process Learning Activities->Target Check ->Students Self Assess • 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. • Quickly pull students with 1’s and 2’s to reteach. • 3’s and 4’s: give an extension, analysis problems, higher level

14. Summative Assessment Process Summative Assessment ->Returned with Analysis-> Students Self Analyze -> Learning Groups -> Retake • 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

16. Student Questionnaire

17. Data Results 1st & 2nd 6-weeks Average To 3rd 6-weeks Average

18. Data Results

19. Why Standards Based Grading? From: Samantha Thomas, KDE 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.

20. What about homework? 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.

21. Parent Communication and Support Homework? Understanding the process and re-assessment is important

22. Administration

23. Teacher Responsibilities Adapted From: Samantha Thomas, KDE • Providing students with support • Time • Progress Monitoring • Changing student views of homework and in class activities • Flexibility in instruction and grading