Jim Clark and Samantha Johnson Arroyo High School San Lorenzo Unified School District ... ·...

Standards Based Grading and the NGSS

Jim Clark and Samantha Johnson Arroyo High School San Lorenzo Unified School District San Lorenzo, CA

Standards Based Grading and the NGSS

You should leave this session with:

1. Some thinking about why to implement Standards-Based-Grading [SBG]

2. Some resources to help you get started.

3. A set of tools that you could immediately implement in your current classroom.)

Our goals for this session…

What is the purpose of grades…

Might not… Could…

• sort and select students • reflect behavior, effort,

compliance, or extra credit

• improve learning, and act as artifacts of learning.

• inform teaching • align with class culture.

Connecting SBG to a Growth Mindset • Grading kids at their best, and not punishing

them for their initial understanding.

Our Grading Scale

• We will talk more about how we came to these grades, but for now…

• 3 = A

• 2.5 = B

• 2 = C

• 1.5 = D

• 1 = F

Sample Student Grades

• Decide what grade you would give each student.

• How would you explain that grade to the student?

• How would you explain that grade to their parent?

Why make changes?

• I did not do well (on WHAT?) initially.

• Homework 1: Did I not do this? Or did I do it and get nothing correct?

• Class participation: I came on time, and I always raised my hand.

• Hey! I got a B+ on my test, WHY DO I HAVE A D?!

Date Assignment Score Grade

11/5 Quiz 1.1 5.5/10 55%

11/15 Quiz 1.2 6/10 60%

11/4 Homework 1 0/10 0%

11/10 Homework 2 6/10 60%

11/20 Class Participation

8/10 80%

11/20 Exam 1 40/45 89%

Final Grade 68% D

Traditional Grade Book

Why make changes? SBG Grade Book

• Oh no! I didn’t do my inside out reading! And then. . .

• I don’t really understand homeostasis after the first quiz.

• Gradebook reflects that I completed my homework

• Okay, I’m doing better after the second homeostasis assessment.

• Now I understand (look at my lab and exam score!).

Date Assignment Score Comments

11/4 Homeostasis Inside Out Reading HW

0/0 Did not complete assignment

11/5 Quiz: Homeostasis 1

1.5

11/8 Homeostasis Scientific Argument HW

11/10 Quiz: Homeostasis 2

2.5

11/16 Homeostasis Lab Analysis

3

11/20 Unit Exam: Metabolism

2.5

11/20 Unit Exam: Homeostasis

3

Summative Score: Homeostasis

3

Traditional Gradebook vs. SBG Date Assignment Score Grade

11/4 Homeostasis Inside Out Reading HW

0/0

11/5 Quiz: Homeostasis 1

1.5

11/15 Quiz Homeostasis 2

2

11/10 Homeostasis Scientific Argument HW

11/16 Homeostasis Lab Analysis

3

11/20 Unit Exam: Metabolism

2.5

11/20 Unit Exam: Homeostasis

3

Summative Score: Homeostasis

3

Date Assignment Score Grade

11/5 Quiz 1.1 5.5/10 55%

11/15 Quiz 1.2 6/10 60%

11/4 Homework 1 0/10 0%

11/10 Homework 2 6/10 60%

11/20 Class Participation

8/10 80%

11/20 Exam 1 40/45 89%

Final Grade 68% D

Standards Based Grading and the NGSS

What questions do you have right now?

SBG compared to

Standards Referenced Grading

Traditional assessment model

Teacher covers material

Students regurgitate info.

on an assessment

Some students fail

Some students pass

Move on to the next unit

SBG Assessment Model

All based on the unit conceptual flow, phenomena and

crosscutting concepts

Using tools like gap days, and learning

progressions Move through…

Formative Assessments

Student self-assessments

Clean up understanding

Summative assessment

Formative Assessments

Connect to other concepts

Why give feedback? • “When people think about formative assessment, they

usually think about feedback, but you can’t give good feedback until you find out what’s going wrong in the first place.”

Dylan Williams, 2014

• In order for formative assessment to enable student progress your classroom practices should include:

• A culture of growth mindset

• Effective talk and discussion

• Effective questioning

• Knowing what excellence looks like

Why give feedback?

• Don’t worry if you aren’t done grading and entering the grades, you can still give feedback.

What’s frequently heard in a traditionally graded classroom?

• “Why did I get a ____?”

• “How do I get a better grade?”

• “Do I get points if my parents come to back to school night?”

• “Can I have points for going to __________?”

• “How much extra credit can I get?”

What do we hear in SBG classrooms?

• “I’m not sure I understand _______________. What do I need to do to get better?’

• “Ok, so I clearly get_____________.”

• “What do I need to do to improve my understanding?”

Let’s take a look at how we arrive at the scores of 2, 3 or 4. . .

Grade Score Percentage

A+ 4 87%

A 3.5 80%

A- 3 75%

B+ 70%

B 65%

B- 2.5 60%

C+ 57%

C 53%

C- 2 50%

D+ 45%

D 40%

D- 1.5 35%

F 0

Let’s take a look at how we arrive at the scores of 2, 3 or 4. . .

• Can a 50% really be passing?

What does a quiz look like?

6 = 2 5 – 4 = 1.5 3 – 2 = 1 1 = 0.5 0 = 0

Section A = 1.5 Section B = 1 Total score = 2.5

How do students understand their score?

How much time did you spend preparing for the assessment?

• Reading class notes? ____ MINUTES

• Reviewing homework? _____ MINUTES

• Doing additional reading? ______ MINUTES

Now that you have looked over your assessment, identify the questions you missed due to each of the following:

• _____questions missed because of not understanding a concept

• _____questions missed because of not being careful (i.e. careless mistakes)

• _____questions missed because of “I know it but I can’t explain it.”

• _____questions missed because of struggling to read a chart or graph

• _____questions missed because of other reasons (explain what the other

reasons are)

How many assessments are really necessary for each concept?

White Board Modeling

Grab Bag Modeling

Inside Out Reading

Accommodations and Modifications • Accommodations:

• Changes to the timing or scheduling of instruction NOT the level of proficiency.

• GATE students

• ELLs

• Modifications:

• Special Education students if stated in an IEP

• Involves modifying both the learning progressions AND how the student demonstrates knowledge

Standards Based Grading and NGSS

Standards Based Grading and NGSS

Ken O’Connor

Robert J. Marzano

Interested in learning more about NGSS practices and ways to assess differently?

Tomorrow from 8 – 11: a short course on the SEPs of asking questions and planning and carrying out investigations.

Sunday from 11:40 – 12:40 (again, same room!): What did they say? A session on discourse.

@Sci_innovations

www.nextgenscienceinnovations.wordpress.com

Jim Clark: jclark@slzusd.org

Samantha Johnson: smjohnson@slzusd.org