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

1. Standards Based
Grading/Assessment
The Benefits and Implementation
By Martin Palamore, Hancock High School

2. Standard based grading goes beyond just giving students
grades, but shows them what they are good at and
what needs improvement.

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. Traditional Grading
Student 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. Benefit One: Understanding/Communicating What
Students Learned

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. 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?

9. Benefit Two: Allows for easy reflection/knowing
what works!

10. Planning for
Standards
Based
Grading

11. • 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

12. 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

18. The Power of Five

19. Five Different Assessments of the Standards
Put into Gradebook
1. Gives Students Multiple Opportunities to Perfect a
Standard
2. Allows You to See Student’s Growth

20. Standard One: Meaning of Word
Student 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 Gradebook
1. Gives Students Multiple Opportunities to Perfect a
Standard
2. Allows You to See Student’s Growth

25. Best Practices/Rationale

26. Grading Weights

27. 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%

28. Re-taking/Reassessing

29. 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%

30. Grading Homework

31. Grading Homework
• Grading individual homework assignments doesn’t
fit into standard-based grading unless they are an
assessment.

32. Grading Homework
• Grading individual homework assignments doesn’t
fit into standard-based grading unless they are an
assessment.
Grading Homework
Rationale: Because homework assignments
are such a small portion of the grade, they are
put into Gradebook.
Pros: Students will see the grades in gradebook.
Cons: 1. A lot of Grading 2. Cannot verify if
student did it on their own 3. Student may not
do the assignment, becomes missed “data”
towards assessing standard

33. 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 students
Rationale: Because homework assignments are doing the homework allows for you to
are such a small portion of the grade, they are assess students effort towards their grade.
put into Gradebook. Pros: 1. Eliminates “grading” homework
Pros: Students will see the grades in gradebook. assignments. 2. Places the learning on the
Cons: 1. A lot of Grading 2. Cannot verify if student. 3. Students completing homework on
student did it on their own 3. Student may not their own becomes less important. 4. Allows for
do 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.

34. 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 students
Rationale: Because homework assignments are doing the homework allows for you to
are such a small portion of the grade, they are assess students effort towards their grade.
put into Gradebook. Pros: 1. Eliminates “grading” homework
Pros: Students will see the grades in gradebook. assignments. 2. Places the learning on the
Cons: 1. A lot of Grading 2. Cannot verify if student. 3. Students completing homework on
student did it on their own 3. Student may not their own becomes less important. 4. Allows for
do 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%

35. Grading Scale

36. Grading Scale
• Standards Based Grading is more about level of
mastery than the actual grade. The grade should
reflect the level of mastery.

37. 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%**

38. 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

39. 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%**

40. 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

41. Grading Scale Graphically
Nick Amy Nick Amy

42. Grading Scale Graphically
Nick Amy Nick Amy
90
67.5
45
22.5
0
S1 Grade S1 Grade S2 Grade S2 Grade

43. Grading Scale Graphically
Nick Amy Nick Amy
90
67.5
45
22.5
0
S1 Grade S1 Grade S2 Grade S2 Grade
1 2 3 4
Nick 90 80 0 90
Amy 90 80 50 90

44. Grading Scale Graphically
Nick Amy Nick Amy
90 100
67.5 87.5
45 75
22.5 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

45. Grading Scale Graphically
Nick Amy Nick Amy
90 100
67.5 87.5
45 75
22.5 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

46. Traditional Report Card
Student Environmental
Algebra I English I World Studies Studio Art I
Name Science
Carl A C- B B+ A-

47. 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 shows
the relationships between two quantities. Emerging
Determining the rate of change in a
function. Highly Proficient
Demonstrating the properties of integer
exponents to generate equivalent Proficient
numerical expressions.
Using cube root and square to represent
the solution to an equation. Proficient

48. Standard Based Report Card
Student Name: Carl, Mathematics
Total Standards: 5 Pass Number: 3

49. Standard Based Report Card
Student Name: Carl, Mathematics
Total Standards: 5 Pass Number: 3
This Student is “Passing”

50. Standard Based Report Card
Student Name: Carl, Art
Total Standards: 3 Pass Number: 2
Understanding and applying media,
techniques, and processes. Deficient
Evaluating the effectiveness of artworks
in terms of organizational structures/ DNMS
functions
Identifying intentions in creating artwork. Proficient

51. Standard Based Report Card
Student Name: Carl, Art
Total Standards: 3 Pass Number: 2

52. Standard Based Report Card
Student Name: Carl, Art
Total Standards: 3 Pass Number: 2
This Student is not “passing”

53. Carl’s Report Card
Algebra I - Passing Studio Art 1 - Not Passing
Demonstrating 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.

55. Questions?