Standards-Based Grading and Reporting

Pre-assess

Instruction/ Formative

Assessment

Summative Assessment

Data Analysis

Remediation/ Enrichment The

Teaching Wheel

Data Analysis

What do you want to

accomplish today?

Why?

Possible Conversion Scale

4 points = 10 points 3 points = 8.5 points 2 points = 7.5 points 1 point= 6.5 points

Should you give 0s?

Should you grade homework?

What about extra credit?

Start with the

content standard

then assess.

Save Time

Dont assess until youre confident many students will score proficiently.

How often do/should you reassess?

www.threering.com

Hollas, B. (2005)

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Pre-Assessment What A short test or quiz, classroom acAvity, or

knowledge-gathering exercisealways ungraded

When A few days or a week before we start teaching a unit of study to allow planning Ame

Why To nd out what students already know, so we can plan

Formative Assessment What A simple ungraded acAvity to check in on how

students are doing with new material.

When While teaching a unit

Why To provide direcAon and help us adjust instrucAon for some students or all students

Summative Assessment What A test, assignment, or other activity

that measures student competency at the end of a unit of learning, always graded

When After teaching a unit

Why To summarize learning and measure students mastery of the concepts we taught

Entrance/Exit Slip

Acc

ount

abili

ty

Feedback

Socrative App

President Thomas Jefferson asked Lewis and Clark to explore the territory west of the Mississippi River in 1804 to study the plants, animals, and geography with Sacajawea as their guide to see if the land might be an economic asset to the United States.

Lesson Summary

Im Done! What Do I Do Now?

Not Differentiated

Highly Differentiated

Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning

One-Size-Fits-All

Differentiated Continuum

Learning Contracts May Include:

What the student plans to learn How the student plans to learn it How you will assess the activity What working conditions will occur

while the student is learning the content

Learning Contract Assessment

Student Teacher Yes No Yes No

I selected a topic that held my interest.

I learned something new.

I demonstrated this new knowledge on my chosen project.

I did my best work on my chosen project.

I followed the working conditions.

I asked for help when I needed it.

I would like another opportunity to work on a learning contract in the future.

Working Conditions May Include:

Work without disturbing others. Avoid interrupting the teacher while

she's teaching. Put forth your best effort. Work on anchor activities if you get

stuck on something and the teacher is unavailable to help.

Think-Tac-Toe

Verbal/Linguistic Intelligence

Write a report

Visual/Spatial Intelligence

Create a comic strip

Interpersonal Intelligence

Host a talk show

Logical/Mathematical Intelligence

Create a timeline

Intrapersonal Intelligence

Keep a journal

Naturalist Intelligence Compare subject to animal

Visual/Spatial Intelligence

Create a mind map

Musical Intelligence Write song lyrics

Bodily/Kinesthetic Intelligence

Develop gestures