Jennifer Brown East Carolina University EDTC 6070 Assignment 5

1. Overview of Standards based grading Parent Online TutorialWcpss Jennifer L. Brown – EDTC 6070

2. By the end of the tutorial parents will be able to demonstrate their understanding of Standards Based Grading by writing a brief description of the Standards Based Grading process. Objectives: By the end of the tutorial parents will be able to demonstrate their understanding of Standards Based Grading by naming two differences between Standards Based Grading and conventional grading.

3. Perspectives on Grading Think back to when you were a student. Try to remember a specific incident with grading you recall.

4. Share your stories… Was it a paper covered in red marks? Was it that 0 you received for not turning in your homework on time? Click on this link and share your story. Reflect on your own story and read the stories of others.

5. Purposes for Grading Communicate achievement Provide information for student self-evaluation Evaluate effectiveness of instructional program Guide instruction (know when to remediate, extend, re-teach) Evaluate effectiveness of instructional program (Guskey, Thomas 1996)

6. What is Standards Based Grading? Measuring student achievement based on the standards instead of in comparison to others or according to the amount of progress made. Questions and Answers Standards based grading takes much more of the subjectivity away

7. Standards? What are the standards? Where did they come from? What is their purpose? Are they challenging? How are they measured?

8. Standards Are statements that identify the knowledge and skills that should be taught in schools In North Carolina these are stated as goals and objectives by grade or by course. You can find them in the WCPSS Connections, on the assessment cards, on WCPSS website, and on the NCDPI website.

9. Standards Based Grading Report Card Grading is more consistent Work habits and conduct are separate Teacher comments are specific Provides parents with the overall picture of their child as a student

10. Justin, Emily, Sarah…A Growth Model Slide provided by WCPSS

11. Growth Model (conventional grading) Compares a student’s learning against what they could do at the beginning of the grading period This model represents first quarter literacy Justin, Emily, and Sarah are students in the same grade but in different classrooms “targeted grade level expectations” refer to objectives that the teacher taught and for which she expected students to be proficient by the end of the nine-weeks

12. Growth Model of Reporting In this system Justin, Emily, and Sarah could potentially all get an A on their report card Justin could earn an A for meeting expected growth Emily could earn an A for exceeding expected growth Sarah could earn an A for making the most growth or improvement during the first quarter

13. Justin, Emily, Sarah…Standards Based Model Slide provided by WCPSS

14. Standards Based Grading Model Amount of growth a student makes is dependent upon his/her ability to demonstrate proficiency on the standards or taught objectives The amount of growth the student makes would be described and noted thoroughly in the comments section of the report card

15. Standards Based Model of Reporting In this model Sarah made much more growth than Emily, but Emily has a deeper understanding of the targeted objectives Sarah has not mastered all targeted objectives

16. What do you think? Is this more aligned with grade level expectations? Quarterly expectations? Promotion decisions? Does this model seem more consistent? Click here and let’s reflect on what we have learned so far.

17. Level 4 Represents the student exceeding grade level expectations set by the state Indicates that a student will be successful in the next quarter, grade level Same term used by the state to report student progress on EOG

18. Examples Level 4 Student can solve more complex problems Student can apply grade level concepts and skills to real life situations without the need of teacher support Student can make connections between personal experiences and the objectives mastered There is consistent evidence that student has mastered objectives beyond the state expectations

19. Level 3* Represents the student meeting grade level expectations set by the state Indicates that a student has the necessary skills and concepts to be successful and confident in the next grade or quarter 3* is only used on the report card since it reflects application over time

20. Examples Level 3* The 3* is not used by the state Indicates students stronger than proficient, but not demonstrating level 4 consistently

21. Level 3 Represents the student meeting the grade level expectations set by the state Indicates that a student has the necessary skills and concepts to be successful in the next grade or quarter

22. Examples Level 3 This is the level of proficiency, the level the State has identified as an indicator that the student will be successful using whatever topic, skill, or concept is being assessed Same term used by the State to report student progress on EOG

23. Level 1 & 2 Indicates that the student has not yet met grade level expectations set by the state Level 1 & 2 should alert parents that close communication is needed for further student support Indicates that a student does not have the necessary skills and concepts to be successful in the next grade or quarter

24. Benefits to teachers: Grow professionally Know the standard course of study better than ever Know students better academically and can tailor instruction/assessment to meet the student’s needs Become more fair and stop playing “gotcha” with students

25. Benefits to students: Students know their specific strengths and weaknesses Have more opportunities to master objectives and are not penalized for taking longer to master them No averaging…one bad assessment does not affect the entire semester Students have more opportunities to go beyond the objectives

26. Benefits to parents: Parents know their child’s specific strengths and weaknesses Parents know specific areas of weakness and areas that their child needs additional support Parents are assured consistency in grading across grade levels

27. Evaluation Click on this link to my blog In your blog post write a brief description of Standards Based Grading and name two differences between Standards Based Grading and conventional grading

28. References Brunson, M., (n.d.). Standards based grading: discussion on grading: parents as partners. Session presented on Standards Based Grading. Morrisville Year Round Elementary School, Morrisville, NC. Wake County Public School System (n.d.). Fact sheet – wcpss elementary report card. Retrieved from http://www.wcpss.net/curriculum-instruction/report-cards/elementary.html