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Standards Based Grading by Martin Palamore

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This is the presentation given by Martin Palamore at Hancock High School in Chicago concerning Standards Based Grading using Gradebook.

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Standards Based Grading by Martin Palamore

  1. 1. Standards Based Grading/AssessmentThe Benefits and Implementation in the Social Studies Department By Martin Palamore, Teacher, 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 Accessing Before the Unit Starts• 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. U.S. History: The Civil War Era• Standards • Goal One: Meaning of Word • Goal Two: Determining the Main Idea in a Straight Forward Piece of Writing • Goal Three: Sequencing Events• Strategies/Assessment • Goal One: Meaning of Word • Strategies: Frayer Model, Vocabulary Cards, Book Work, Crossword Puzzle, Word Association Activity • Assessment: Project- Vocabulary Booklet, Quiz, Unit Test • Goal Two: Determining the Main Idea in a Straight Forward Piece of Writing • Strategies: Magnet Summaries, DBQ - Interacting with Evidence • Assessment: Magnet Summary & DBQ on Test/Quizzes • Goal Three: Sequencing Events • Strategies: Flow Charts • Assessment: Activity - Ordering Events Flashcards, Quiz
  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/Re-accessing
  19. 19. Re-taking/Re-accessing• Retake = Allowing students to make corrections on their mistakes. • Set a Max/Min Retake Score • Mine: 70%• Re-accessing = 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 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 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 - Exceptional - (100-90) B - Above Average - (89-80) C - Average - (79-70) D - Deficiency - (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 - Exceptional - (100-90) B - Above Average - (89-80) C - Average - (79-70) D - Deficiency - (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 GraphicallyNick Amy Nick Amy
  30. 30. Grading Scale Graphically Nick Amy Nick Amy 9067.5 4522.5 0 S1 Grade S1 Grade S2 Grade S2 Grade
  31. 31. 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
  32. 32. 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
  33. 33. 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
  34. 34. Questions?

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