Assessment and Grading
How does standards-based grading differ from traditional grading?
Standards-based grading reports tell us how students are performing on a set of clearly defined learning outcomes. There is no single mark for a course as is traditionally generated by averaging or combining multiple scores across the duration of a class. Unlike traditional grade reports, standards-based grading measures students’ knowledge of grade-level content by reporting the most recent, consistent level of performance. So, a student might struggle in the beginning of a course with new content, but then learn and demonstrate proficient performance by the end of the course.
For example: In traditional grading, the student’s performance for the whole quarter would be averaged . Early quiz scores that were low would be averaged together with proficient performance later in the course resulting in a lower grade than current performance indicates. Standards-based grading reports separately on academic tasks and work habits in order to give a more accurate report of student progress in both affective and academic areas. Measures like effort, participation, timeliness, cooperation are not blended into the mark for academic performance.
How should we look at a student’s grades if the system of A-F changes to 4-1? What should be an A, in the new grading system?
You cannot compare the two grading systems. As they say it is like comparing “apples to oranges”. Standards-based grading philosophy defines a standard, and asks whether or not a student is meeting the standard at given points in the school year, and does not average performance over he duration of a course. A score of 3 is defined as meeting grade level standards and indicates that a student has demonstrated the skills expected for this reporting period or for the next grade level.
REPORT CARDS are give twice a year - first and second semester end. This looks like a list of things a student can and can't do. In between, at conferences, progress reports are given by the teacher.
****Click here for information on Sylvester Elementary's standards based report cards!
The following SCALE is used to by your child and myself to document their progress:
4- Demonstrates understanding beyond the learning goal "I understand and could teach it"
3- Demonstrates understanding of all parts of the learning goal "I'm pretty sure I got this"
2- Demonstrates understanding of some of the parts of the learning goal "I am beginning to understand, but am unsure of myself"
1- Demonstrates understanding of a few basic parts of the learning goal "With help, I am starting to get this"
0- With Help, Demonstrates no understanding of the learning goal "Even with help, I don't really get it"
SCALES are posted in all classrooms.
LEARNING GOALS:
Our goals are tied to the COMMON CORE STANDARDS: http://www.corestandards.org/ (click to see)
The Common Core State Standards establish clear, consistent guidelines for what every student should know and be able to do in math and English language arts from kindergarten through 12th grade. The Common Core focuses on developing the critical-thinking, problem-solving, and analytical skills students will need to be successful. The new standards also provide a way for teachers to measure student progress throughout the school year and ensure that students are on the pathway to success in their academic careers.
Goals: Detailed, specific, measurable or identifiable, and personally meaningful statements that articulate the end result of a unit, program, course,
activity or process.
• Measurable (not necessarily quantifiable) or observable • Manageable
• Meaningful
Learning Goals: An easily identified action that a student is expected to demonstrate in terms of knowledge, skills, and attitudes upon completion of a program/course.
LEARNING GOALS are posted in classrooms so that students will know what is expected of them during the learning task.
RUBRICS:
A scoring rubric is an attempt to communicate expectations of quality around a task. In many cases, scoring rubrics are used to delineate consistent criteria for grading. Because the criteria are public, a scoring rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective. A scoring rubric can also provide a basis for self-evaluation, reflection, and peer review. It is aimed at accurate and fair assessment, fostering understanding, and indicating a way to proceed with subsequent learning/teaching. This integration of performance and feedback is called ongoing assessment or formative assessment.
RUBRICS are used for students check off what they have and haven't accomplished on their assignments. They may also evaluate themselves on how well they did in that area. Teachers use the same rubric, from their point of view.