ELEMENTARY
The QCSD Standards Based Grading Playbook! What is Standards Based Grading?
A focus on mastering content “standards” instead of accumulating points A report of what students can and cannot do A balance of formative and summative assessments (mounting evidence) A record keeping system that informs instruction A system that encourages student reflection and responsibility for learning A system that increases student achievement by encouraging student reflection and responsibility
Grading Practices
Grades correlate to achievement of defined learning targets. Formative assessments should be used to inform instruction and remediation efforts BEFORE the summative assessment. Feedback includes written and oral comments intended to coach the students toward mastery of the content standards. These comments are specifically focused on how to improve learning and achievement. Additional opportunities are provided for demonstrating understanding through revision, alternative and/or subsequent assignments (NOT the same test/assessment) after receiving appropriate correctives. There is no penalty for requiring additional time and instruction to learn. However, teachers may choose to define end points for both in order to accommodate grading and reporting periods. Achievement is reported separately from characteristics of a successful learner. Work that is turned in late will be assessed for achievement. Any penalty for a student’s lack of preparation/timeliness would be reflected in a work ethic standard/grade. If a student’s progress toward a learning target is inconsistent or unclear the teacher can collect more evidence in one of the following ways: o Construct new opportunities for student to demonstrate understanding. o Discuss the assessment items to see why the student answered incorrectly. o Interview students using scaffolded questions to determine level of understanding. When determining level of proficiency, consider mounting evidence that may include: o the most recent evidence. o the most comprehensive evidence. o evidence related to the most important learning goals or standards. Progress reports communicate what students know and can do, not types of assignments.
Getting Started
Identify what students need to know and/or be able to do. Match these learning targets to the eligible content and/or PA state standards. Share these learning targets with parents and students Clearly define performance indicators of proficiency.
Record Keeping Your records should directly reflect the level of student achievement toward each learning target. A four point scale, as described below will be used on the report card. You may record evidence of student performance in your gradebook based on a four point scale, such as the one below, or in the format of your choice. Citizenship and academic progress should be recorded separately. Grades should NOT be averaged in the manner consistent with a total points system. Possible Scoring Rubric 4 Mastery/Advanced = The student demonstrates a thorough understanding as evidenced by doing something substantive with the content beyond merely echoing it. Anyone can repeat information; it’s the masterful student who can break content into its component pieces, explain it and alternative perspectives regarding it clearly to others, and use it purposefully in new situations (Wormeli, 2006). 3 Proficient = The student regularly meets the content standard. The student, with limited errors and assistance, grasps and applies the key concepts, processes, and skills for the grade level. 2 Developing/Basic = The student occasionally meets the content standards. The student grasps the key concepts and skills for the grade level but produces work that contains errors. 1 Beginning/Below Basic = The student is beginning to meet the content standards or the student is not meeting the content standards. The student is beginning to grasp and apply the key concepts, processes, and skills for the grade level but produces work that contains many errors. Student Version (Marzano, 2006) 4
I can apply what I learned to new situations.
3
I can do it by myself.
2
I can do it with help.
1
I don’t understand, and I need more help.
0
I don't know (can't do) any of it.
Designing Assessments Ask yourself these questions as you develop your tests and assessments. Be sure to include opportunities for all levels of proficiency (scaffolding): Rubric score of 4 = Mastery/Advanced: What inferences and applications might students be able to make even though they go beyond what was taught in class?
Rubric score of 3 = Proficient: What are the more complex ideas and processes students should understand and be able to do if they were paying attention in class? Rubric score of 2 = Developing/Basic: What are the basic details and processes students should understand or be able to do fairly easily if they were paying attention in class?
Frequently Asked Questions What is the role of homework in SBG? There are practice assignments that help students master the concept. Another type of assignment prepares and helps students preview new material by introducing future work to the students. A third type of homework assignment asks kids to extend their learning and apply skills taught in class to new situations. Lastly, there are homework assignments that integrate and apply many different skills to a larger task. Examples of this type can be projects, creative writing, and I-Search papers. These last two types may be considered summative assessments. Students need to see the connection between homework and understanding course content. Missing homework assignments may negatively affect another aspect of the student’s report card; such as “Characteristics of a Successful Learner,” but the student’s grade reflects his/her demonstrated mastery of the course content. How does a standards based report card improve teaching and learning? Knowing where the students are in their progress toward meeting grade level or content area standards is crucial for planning and carrying out classroom instruction. Teachers teach to the needs of their students. The new grading system is designed to give parents as well as teachers more information about their child’s progress in meeting the expected standards as well as more specifics about what their child knows or doesn’t know. The new report card gives more information about students’ strengths and weaknesses because the content area is broken-down into skills or standards. The new report card is aligned with the Pennsylvania Academic Standards. Each quarter, do we report out on the student’s proficiency for the end of the year target? Or is the grade based on proficiency for that time of year? We report quarterly progress towards the end of the year PA academic standards by reporting proficiency for that time of year. The report card grade is summative information about all of the standards that we taught that quarter.
What will motivate students to perform on initial assessments if given multiple opportunities to demonstrate proficiency?
Significant remediation should occur between the first attempt and subsequent opportunities to demonstrate proficiency. The goal is to teach students how to best prepare for summative assessments.
At what level of specificity should students be evaluated? (Standards, Eligible Content, Concept) This answer varies by subject. For example, math’s eligible content is very specific while science eligible content needs to be broken into smaller pieces to be useful in identifying what students know and can do. Use language that students and parents can understand. How does SBG prepare students for life-long learning? It teaches students how to self-assess and use formative assessment to identify areas of need. Students learn self-advocacy and go ask for help before the test. Students take increasing ownership of their learning. How will proficiency be reported for ELL students? There will be guidelines published specific to ELL students. How will proficiency be reported for special education students? There will be guidelines published specific to special education students.
Suggested reading Marzano (2006). Classroom Assessment and Grading that Work O’Connor (2002). How to Grade for Learning Wormeli (2006). Fair Isn’t Always Equal Guskey (2007/08). The Rest of the Story. Educational Leadership, 65(4), 28-35.