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Connecting the How to the Why: Benefits of Standards-Based Grading. Sara Hagen August 31, 2009. Master’s Research Project. Summer Institute Observation - August Interview teachers – September & November Survey to sample of teachers - December. Interviewees. teachers and student teachers - PowerPoint PPT Presentation
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Summer Institute Observation - August
Interview teachers – September & November
Survey to sample of teachers - December
teachers and student teachers
median 15 years of experience
¼ teach multiple grade levels
½ teach multiple subjects
25% teach multiple grade levels
71% teach multiple subjects
36% teach 3 or more subjects
21% teach multiple subjects and multiple grade levels
if you teach or co-teach
students with a wide range of interests, needs, academic levels, and experiences
Communicate goals (standards, learning destinations) to students.
Developing criteria for a 1, 2, 3, 4 with students!
Reeves’ (1998) checklist for a standards-based classroom
page 2 of your handoutyes/no Comments and Ideas
Standards are highly visible in the classroom.Standards are expressed in language that students understand.Examples of “exemplary” student work are displayed throughout the classroom.Students can spontaneously explain what a 3 means for each assignment.For every assignment, project, or test, the teacher publishes in advance the explicit expectations for a 3.
Reeves’ (1998) checklist for a standards-based classroom
page 2 of your handout
2 minutes
yes/no Comments and IdeasStandards are highly visible in the classroom.Standards are expressed in language that students understand.Examples of “exemplary” student work are displayed throughout the classroom.Students can spontaneously explain what a 3 means for each assignment.For every assignment, project, or test, the teacher publishes in advance the explicit expectations for a 3.
understands one viewpoint
detailedlab report
understands multiple viewpoints
detailed enoughto repeat the
experiment
SocialStudies
Science
Types of criteria:Types of criteria:
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
This is very polished work!
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
You’re ready for the next unit!
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
Amazing!
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
You compared these but didn’t contrast them.
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
Three different sources used!
Vague – not specific
Evaluative - related to class goals
Feedback-Oriented - specific to student’s
work
You used trial and error.
2 minutes
Ways to:
• Involve students in assessment
• Improve feedback
• Connect homework to learning
Do other colleagues in your content area(s) assign a score of1, 2, 3, & 4 on the standards the same way you do?
set priorities
identify gaps in curriculum
improve assessments
align standards, instruction,
and assessment
communicate our expectations
involve students in the assessment process
improve self-assessment & feedback
close achievement gaps
connect students’ work to their
achievement
identify specific strengths and weaknesses
examine student work
identify areas for improvement
promote consistency in grading
increase confidence in our professional
judgment
How will you realize one benefit of standards-based grading in your classroom this year?
What did you learn today?
3 minutes
How will you realize one benefit of standards-based grading in your classroom this year?
What did you learn today?
Sara HagenSummary and full thesisunder Middle School Gradingat dww.madison.k12.wi.us
Feedback or questions appreciated at:
shagen@madison.k12.wi.us
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