Standards Based Grading - Benefits & Implementation

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This presentation was given my Martin Palamore discussing the benefits and how to begin to implement standards-based grading in a classroom or school.

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  • Standards Based Grading - Benefits & Implementation

    1. 1. Standards BasedGrading/Assessment The Benefits and Implementation By Martin Palamore, Hancock High School
    2. 2. Standard based grading goes beyond just giving students grades, but shows them what they are good at and what needs improvement.
    3. 3. Traditional Grading What do these grades tell you about what students learned?How could you communicate what the students learned to parents, students, and administrators?
    4. 4. Traditional GradingStudent HW HWK Quiz BGR Test 1 AVG Name K1 2 1 1 Joe 100% 90% 70% 90% 50% 80% B Lisa 75% 0% 100% 50% 90% 63%D 68%Frank 80% 50% 80% 60% 70% D 68%Mary 35% 70% 70% 80% 85% D What do these grades tell you about what students learned?How could you communicate what the students learned to parents, students, and administrators?
    5. 5. Benefit One: Understanding/Communicating What Students Learned
    6. 6. Standards Based Grading What do these grades tell you about what students learned?How could you communicate what the students learned to parents, students, and administrators?
    7. 7. Standards Based Grading HWK Two: Classwork: HWK One: Activity: Quiz One Goal Meaning of Frayer Quiz One Goal Determining Renaissance - One: Cause/Student Name Cause/Effect Word: Cause/Effect Model Effect Two: Meaning of Content Meaning of Word Relationships Relationships Relationships Vocab Word Joe 65% 90% 80% 90% 95% 95% Lisa 75% 0% 85% 50% 90% 70% Frank 80% 50% 80% 60% 80% 68% Mary 35% 70% 70% 80% 85% 90% What do these grades tell you about what students learned? How could you communicate what the students learned to parents, students, and administrators?
    8. 8. Benefit Two: Allows for easy reflection/knowing what works!
    9. 9. Planning for Standards Based Grading
    10. 10. • Step One: Know Which Standards You Are Assessing Before the Unit Starts & Create the Assessment• Step Two: Develop Different Strategies to Teach the Standard• Step Three: Know How You Are Going to Access Each Standard• Step Four: Change Strategy As Needed
    11. 11. Algebra 1: Functions• Standards • Goal One: Knowing that a Function has an input and output • Goal Two: Graphing Functions on a Coordinate Plane• Strategies/Assessment • Goal One: Knowing that a Function has an input and output • Strategies: Input and output tables, Investment Problems • Assessment: Quiz (Input and Output Tables), Investment Simulation • Goal Two: Graphing Functions on a Coordinate Plane • Strategies: Plotting Points and Graphing on Graph Paper, Graphing Calculator Activity • Assessment: Quiz (Plotting Points), Drawing Calculator Functions
    12. 12. The Power of Five
    13. 13. Five Different Assessments of the Standards Put into Gradebook1. Gives Students Multiple Opportunities to Perfect a Standard 2. Allows You to See Student’s Growth
    14. 14. Standard One: Meaning of WordStudent Activity: Flash Card Association In-Class: Crossword Quiz 1 Goal 1: In-Class: Frayer Civil War Test - Goal 1: Meaning Name Poster Puzzle Meaning of Word Model of Word Sara 70% 90% 90% 95% 100% Five Different Assessments of the Standards Put into Gradebook1. Gives Students Multiple Opportunities to Perfect a Standard 2. Allows You to See Student’s Growth
    15. 15. Best Practices/Rationale
    16. 16. Grading Weights
    17. 17. Grading Weights• At least 70% of your grades should go towards assignments that assess learning.• My Grading Scale • Assessments - 35% • Projects/Activities - 40% • Unit Activities - 15% • Participation - 10%
    18. 18. Re-taking/Reassessing
    19. 19. Re-taking/Reassessing• Retake = Allowing students to make corrections on their mistakes. • Set a Max/Min Retake Score • Mine: 70%• Reassessing = Giving a different assessment on the standard. • Set a Mastery Level • Mine: 80%
    20. 20. Grading Homework
    21. 21. Grading Homework• Grading individual homework assignments doesn’t fit into standard-based grading unless they are an assessment.
    22. 22. Grading Homework • Grading individual homework assignments doesn’t fit into standard-based grading unless they are an assessment. Grading HomeworkRationale: Because homework assignmentsare such a small portion of the grade, they areput into Gradebook.Pros: Students will see the grades in gradebook.Cons: 1. A lot of Grading 2. Cannot verify ifstudent did it on their own 3. Student may notdo the assignment, becomes missed “data”towards assessing standard
    23. 23. Grading Homework • Grading individual homework assignments doesn’t fit into standard-based grading unless they are an assessment. Checking Homework Grading Homework Rationale: Checking as to see if the studentsRationale: Because homework assignments are doing the homework allows for you toare such a small portion of the grade, they are assess students effort towards their grade.put into Gradebook. Pros: 1. Eliminates “grading” homeworkPros: Students will see the grades in gradebook. assignments. 2. Places the learning on theCons: 1. A lot of Grading 2. Cannot verify if student. 3. Students completing homework onstudent did it on their own 3. Student may not their own becomes less important. 4. Allows fordo the assignment, becomes missed “data” missing assignments.towards assessing standard Cons: 1. Have to be more deliberate on showing students the benefits of the homework.
    24. 24. Grading Homework • Grading individual homework assignments doesn’t fit into standard-based grading unless they are an assessment. Checking Homework Grading Homework Rationale: Checking as to see if the studentsRationale: Because homework assignments are doing the homework allows for you toare such a small portion of the grade, they are assess students effort towards their grade.put into Gradebook. Pros: 1. Eliminates “grading” homeworkPros: Students will see the grades in gradebook. assignments. 2. Places the learning on theCons: 1. A lot of Grading 2. Cannot verify if student. 3. Students completing homework onstudent did it on their own 3. Student may not their own becomes less important. 4. Allows fordo the assignment, becomes missed “data” missing assignments.towards assessing standard Cons: 1. Have to be more deliberate on showing students the benefits of the homework. HW1 HW2 HW3 HW4 Grade Nick X -- X 0 63%
    25. 25. Grading Scale
    26. 26. Grading Scale• Standards Based Grading is more about level of mastery than the actual grade. The grade should reflect the level of mastery.
    27. 27. Grading Scale• Standards Based Grading is more about level of mastery than the actual grade. The grade should reflect the level of mastery. A - Highly Proficient - (100-90) B - Proficient - (89-80) C - Emerging - (79-70) D - Deficient - (69-60) F - Does Not Meet Standard - (59-50) **Lowest Grade 50%**
    28. 28. Grading Scale• Standards Based Grading is more about level of mastery than the actual grade. The grade should reflect the level of mastery. A - Highly Proficient - (100-90) B - Proficient - (89-80) C - Emerging - (79-70) D - Deficient - (69-60) F - Does Not Meet Standard - (59-50) **Lowest Grade 50%**Student S1 Grade S1 Grade S1 Grade S1Grade Grade Nick 90 80 0 90 65% D Amy 90 80 50 90 78% C
    29. 29. Grading Scale• Standards Based Grading is more about level of mastery than the actual grade. The grade should reflect the level of mastery. A - Highly Proficient - (100-90) B - Proficient - (89-80) C - Emerging - (79-70) D - Deficient - (69-60) F - Does Not Meet Standard - (59-50) **Lowest Grade 50%**
    30. 30. Grading Scale• Standards Based Grading is more about level of mastery than the actual grade. The grade should reflect the level of mastery. A - Highly Proficient - (100-90) B - Proficient - (89-80) C - Emerging - (79-70) D - Deficient - (69-60) F - Does Not Meet Standard - (59-50) **Lowest Grade 50%**Student S1 Grade S1 Grade S1 Grade S1Grade Highly Nick Proficient Proficient Missing Data Proficient Highly Amy Proficient Proficient DNMS Proficient
    31. 31. Grading Scale GraphicallyNick Amy Nick Amy
    32. 32. Grading Scale Graphically Nick Amy Nick Amy 9067.5 4522.5 0 S1 Grade S1 Grade S2 Grade S2 Grade
    33. 33. Grading Scale Graphically Nick Amy Nick Amy 9067.5 4522.5 0 S1 Grade S1 Grade S2 Grade S2 Grade 1 2 3 4 Nick 90 80 0 90 Amy 90 80 50 90
    34. 34. Grading Scale Graphically Nick Amy Nick Amy 90 10067.5 87.5 45 7522.5 62.5 0 50 S1 Grade S1 Grade S2 Grade S2 Grade S1 Grade S1 Grade S1 Grade S1 Grade 1 2 3 4 Nick 90 80 0 90 Amy 90 80 50 90
    35. 35. Grading Scale Graphically Nick Amy Nick Amy 90 10067.5 87.5 45 7522.5 62.5 0 50 S1 Grade S1 Grade S2 Grade S2 Grade S1 Grade S1 Grade S1 Grade S1 Grade 1 2 3 4 1 2 3 4 Nick 90 80 0 90 Nick 90 80 50 90 Amy 90 80 50 90 Amy 90 80 55 90
    36. 36. Traditional Report CardStudent Environmental Algebra I English I World Studies Studio Art I Name ScienceCarl A C- B B+ A-
    37. 37. Standard Based Report Card Student Name: Carl, Mathematics Total Standards: 5 Pass Number: 3 Demonstrating that a function is a rule that has an input and output. Proficient Constructing a liner function that showsthe relationships between two quantities. Emerging Determining the rate of change in a function. Highly ProficientDemonstrating the properties of integer exponents to generate equivalent Proficient numerical expressions.Using cube root and square to represent the solution to an equation. Proficient
    38. 38. Standard Based Report Card Student Name: Carl, MathematicsTotal Standards: 5 Pass Number: 3
    39. 39. Standard Based Report Card Student Name: Carl, MathematicsTotal Standards: 5 Pass Number: 3This Student is “Passing”
    40. 40. Standard Based Report Card Student Name: Carl, Art Total Standards: 3 Pass Number: 2 Understanding and applying media, techniques, and processes. DeficientEvaluating the effectiveness of artworks in terms of organizational structures/ DNMS functionsIdentifying intentions in creating artwork. Proficient
    41. 41. Standard Based Report Card Student Name: Carl, ArtTotal Standards: 3 Pass Number: 2
    42. 42. Standard Based Report Card Student Name: Carl, ArtTotal Standards: 3 Pass Number: 2This Student is not “passing”
    43. 43. Carl’s Report Card Algebra I - Passing Studio Art 1 - Not PassingDemonstrating that a function is a rule that has Proficient an input and output. Understanding and applying media, techniques, Deficient and processes. Constructing a liner function that shows the Emerging relationships between two quantities. Evaluating the effectiveness of artworks in terms DNMS of organizational structures/functions Determining the rate of change in a function. Highly Proficient Demonstrating the properties of integer exponents to generate equivalent numerical Proficient expressions. Identifying intentions in creating artwork. Proficient Using cube root and square to represent the Proficient solution to an equation.
    44. 44. Questions?

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