Standards-basedgrading

What does it look like?

# 10# 10

Investment:

Homework:

Academic Grade:

NonAcad. Grade:

Grade for Class/SubjectTopic:

Topic:

Topic:

3.00 - 4.00 = A

2.50 - 2.99 = B

2.00 - 2.49 = C

1.50 - 1.99 =D

Below 1.50 = F

Just an

example!

Converting Scaled Scores to Letter Grades

3.00 - 4.00 = A

3.90 - 4.00……….1003.80 - 3.89………...993.70 - 3.79………...983.60 - 3.69………...973.50 - 3.59………...963.40 - 3.49…….…..953.30 - 3.39…..….....943.20 - 3.29……..….933.10 - 3.19………...923.00 - 3.09…….......91

Converting Scaled Scores to Letter Grades………..and then to Percentages (Marzano &

Pickering) Just an example!

SBG: How do we get there?

Designing a Standards-Based Designing a Standards-Based SystemSystem

1.1. Unpack state standards to develop learning Unpack state standards to develop learning goals.goals.

2.2. Organize the learning goals into topics or Organize the learning goals into topics or units. units.

3.3. Design a rubric or scoring scale for each Design a rubric or scoring scale for each learning goal.learning goal.

4.4. Use the rubric or scoring scale to design and Use the rubric or scoring scale to design and score assessments (for both formative & score assessments (for both formative & summative purposes).summative purposes).

Note: Compatible Software is critical!!Note: Compatible Software is critical!!

Sample Rubrics Sample Rubrics

and Assessment Tasksand Assessment Tasks

4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skill demonstrated

Scale

Three Types of ItemsThree Types of Items

Level 2 items: Level 2 items: Simpler details and Simpler details and processes that have been explicitly taught.processes that have been explicitly taught.

Level 3 items: Level 3 items: Complex ideas and Complex ideas and processes that have been explicitly taught.processes that have been explicitly taught.

Level 4 items: Level 4 items: Inferences and applications Inferences and applications that go beyond what was taughtthat go beyond what was taught

+

+

All correct

All correct

None correct

A. Items 1-10 Level 2.0

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11-14 Level 3.0

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

C. Item 15-16 Level 4.0

Two items that asks for application in novel situations that go beyond what was explicitly taught

Rubric Score:

+

+

All correct

All correct

None correct

A. Items 1-10 Level 2.0

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11-14 Level 3.0

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

C. Item 15-16 Level 4.0

Two items that asks for application in novel situations that go beyond what was explicitly taught

Rubric Score: 3.0

Steps In Moving Toward SBESteps In Moving Toward SBEYear 1Year 1

Build a foundation for the inquiry:Build a foundation for the inquiry:• Discuss the research on best practices in classroom Discuss the research on best practices in classroom

assessment and grading—teachers first, then assessment and grading—teachers first, then parents,parents,

• Ask teachers/students/parents about grading Ask teachers/students/parents about grading practices in the school/district,practices in the school/district,

• Conduct a gap analysis—best practice/current Conduct a gap analysis—best practice/current practice, andpractice, and

• Build a rationale/morale purpose for looking at Build a rationale/morale purpose for looking at changes in classroom assessment & grading.changes in classroom assessment & grading.

Make incremental changes in assessment and Make incremental changes in assessment and grading processes within the traditional model. grading processes within the traditional model.

StepsStepsYear 2Year 2

Educate teachers on the tenants of SBE.Educate teachers on the tenants of SBE.

Provide PD re necessary prerequisite knowledge.Provide PD re necessary prerequisite knowledge.

Engage teachers in wallowing around in rubrics and Engage teachers in wallowing around in rubrics and assessment tasks in their subjects/grade levels.assessment tasks in their subjects/grade levels.

Provide time and technical support for teams of teachers to Provide time and technical support for teams of teachers to identify learning goals and develop rubrics and leveled identify learning goals and develop rubrics and leveled assessments for just one unit of instruction—one they’re assessments for just one unit of instruction—one they’re pretty comfortable with. Convert rubric scores to traditional pretty comfortable with. Convert rubric scores to traditional grades for students.grades for students.

Educate parents, students and BOE members on the tenants Educate parents, students and BOE members on the tenants of SBE.of SBE.

Continue to develop additional SBE units—perhaps one each Continue to develop additional SBE units—perhaps one each quarter.quarter.

FOCUS:FOCUS:GRADE LEVEL CONTENT EMPHASESGRADE LEVEL CONTENT EMPHASES

http://http://www.achievethecore.org/www.achievethecore.org/steal-these-tools/focus-in-steal-these-tools/focus-in-

math math

One Possible Unit ConversionOne Possible Unit Conversion

4.004.00 AA

3.53.5 A-A-

3.03.0 BB

2.52.5 B-B-

2.02.0 CC

1.51.5 C-C-

1.01.0 DD

.5.5 D-D-

00 FF

StepsStepsYear 3Year 3

Explore software/SBE alignment.Explore software/SBE alignment.

Explore/adapt/adopt report card formats.Explore/adapt/adopt report card formats.

Continue developing SBE units of instruction.Continue developing SBE units of instruction.

Move away from conversion—use the 0-4 Move away from conversion—use the 0-4 scale for evaluating and reporting on scale for evaluating and reporting on assessment tasks.assessment tasks.

Continue parent/student/BOE education.Continue parent/student/BOE education.

Make necessary policy changes.Make necessary policy changes.

StepsStepsYear 4Year 4

ImplementationImplementation

Leadership SupportsLeadership SupportsSBE Training: SBE Training: A thorough grounding in SBE, its components, and A thorough grounding in SBE, its components, and purposes.purposes.

Time: Time: Time to collaboratively develop unit learning goals, scoring Time to collaboratively develop unit learning goals, scoring scales, and leveled assessments.scales, and leveled assessments.

Technical Assistance: Technical Assistance: Creating strong, descriptive scoring scales; Creating strong, descriptive scoring scales; writing valid, reliable, and rigorous assessment tasks; using SBE writing valid, reliable, and rigorous assessment tasks; using SBE software….software….

SBE Compatible Software: SBE Compatible Software: 0-4 scale, trend scoring, 0-4 scale, trend scoring, formative/summative, reports to parents, ….formative/summative, reports to parents, ….

Outreach Assistance: Outreach Assistance: Talking points for students and parents, Talking points for students and parents, FAQs,….FAQs,….

Input: Input: Opportunities to evaluate effectiveness and suggest Opportunities to evaluate effectiveness and suggest modifications.modifications.

Individualized Handholding and Accountability: Individualized Handholding and Accountability: What gets inspected What gets inspected gets implemented. gets implemented.

Community Education & Community Education & EngagementEngagement

““Ongoing Frustration in Standards-Based Grades”Ongoing Frustration in Standards-Based Grades” What can we learn from this article about the pitfalls of What can we learn from this article about the pitfalls of

community education & engagement?community education & engagement?

““Dealing with Common Core Backlash”Dealing with Common Core Backlash” How can the recommendations in the article be applied to How can the recommendations in the article be applied to

community engagement with SBE?community engagement with SBE? What other processes, strategies, or tools do you What other processes, strategies, or tools do you

suggest?suggest?

““JCHS SBG Policy”JCHS SBG Policy” Is this an effective communication tool? Support your Is this an effective communication tool? Support your

answer with evidence from the text.answer with evidence from the text.

FAQsFAQs

““Grading Changing to a Competency Grading Changing to a Competency Based Grading System—REV, 2/11/15”Based Grading System—REV, 2/11/15”

Small group generationSmall group generation

Standards-Based Assessment and Grading

Strategies that Can Make a Difference for Students