standards-based grading - presentation slides

Adventures in Wonderland SBG

Rationale, Implementation and Conclusions for Standards-Based Grading

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What do you want GRADES to COMMUNICATE?

PROVIDE YOUR THOUGHTS:

m.socrative.comCLASSROOM: [c9c99b35]

RATIONALE

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ADDICTION

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ADDICTION

The Point-Chasing GAME

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What would a ‘C+’ grade mean to you?

PROVIDE YOUR THOUGHTS:

m.socrative.comCLASSROOM: [c9c99b35]

LOOKING FOR ANSWERS

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Where do you want to be?

Point collecting or Attaining mastery

Fixed mindset or Growth mindset

Bottom line or Feedback

What students did or What students know

Mystification or Transparency

✓✓✓✓✓

IMAGE CREDIT: http://noschese180.wordpress.com/2012/02/23/day-105-sbar-workshop/

http://xkcd.com/937/ CC: BY-NC 2.5

IMAGE CREDIT: http://noschese180.wordpress.com/2012/02/23/day-105-sbar-workshop/

Does your grade book mean anything to anyone other than yourself?

IMAGE CREDIT: http://noschese180.wordpress.com/2012/02/23/day-105-sbar-workshop/

✔

What is the PURPOSE of Assessment?

Use it for tracking

progress in their knowledge and

skills.✘

Stop using grades for

what students do or don’t do;

The Problem of Scales100 - 90 89 - 80 79 - 70 69 - 60 59 - 50 49 - 0

4 3 2 1 0 The DEAD ZONE

A B C D F

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Grading Practices that Inhibit Learning

USING ZEROES

Giving zeroes for incomplete work has a devastating effect on averages and often zeroes are not even related to learning or

achievement but to nonacademic factors like behavior, respect, punctuality, etc.

[O’Connor, K. How to Grade for Learning, Third Edition, Corwin, 2009, 35]

The Problem of Scales

We are using a 100 point scale in a 50 point system

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The Problem of Scales100 - 90 89 - 80 79 - 70 69 - 60 59 - 50 49-40 39-30 29-20 19-10 9-0

4 3 2 1 0 -1 -2 -3 -4 -5

A B C D F G ? H ? I ? J ? K ?

The 100 Point ScaleThe 100 Point ScaleThe 100 Point ScaleThe 100 Point ScaleThe 100 Point ScaleThe 100 Point ScaleThe 100 Point ScaleThe 100 Point ScaleThe 100 Point ScaleThe 100 Point ScaleThe 50 Point ScaleThe 50 Point ScaleThe 50 Point ScaleThe 50 Point ScaleThe 50 Point Scale

What happens when we give a ZERO?

Assignment 1 4 100 Assignment 2 3 90Assignment 3 2 80 Assignment 4 3 90 Up to this point, the student

has a 90 overall (or level 3)

Assignment 5 -5 0 Using a 100 point scale, overall grade of 72

Assignment 1 4 100 Assignment 2 3 90Assignment 3 2 80 Assignment 4 3 90 Up to this point, the student

has a 90 overall (or level 3)

Assignment 5 0 50 Using a 50 point scale makes an overall grade of 82

By using an inappropriate point scale, the student has been penalized an additional 10%!Not only does Assignment #5 get an F, but it impacts TWO other assessments.

Consider a student with five completed assignments to date:

IMPLEMENTATION

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WHAT IS SBG?https://www.flickr.com/photos/43355249@N00/5578743262/

IT IS: IT IS NOT:

❖ A conscious linking of assessments to standards

❖ A system which has re-assessment naturally built-in

❖ A determination of grades based ONLY on evidence of standards

❖ Based on the most recent evidence of progressed learning

❖ An average of scores❖ A collection of the ‘highest and

best’❖ Awarding ‘BONUS’ marks for doing

more work the student already knows how to do.

STEP 1

MAKE

RUBRIC !

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STEPS 2-4

Backwards design!

Outline your standards

Design an assessment

Build your lessons

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STEP 5https://www.flickr.com/photos/60329741@N00/2287322995/

REPORTING & INTERVENTION!

STEP 5https://www.flickr.com/photos/60329741@N00/2287322995/

REPORTING & INTERVENTION!

WWW.JUMPRO.PE

What does a(n) SB Gradebook Look Like?

DETERMINING A GRADESTART at 50Full Mastery is 100%How far of the way to 100 is the student at any given time, considering the standards covered?SIMPLE EXAMPLE: A unit has 5 standards, student is at Level 3 for ALL of themOverall mastery is 15/20That’s 75% of the way to full mastery75% of 50 is 37.5Current grade is 87.5 [B+]

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HOW IS JOHNNY DOING???

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RE-ASSESSMENT !Redos, Retakes and Do-Overs

Teachers must know their class and set guidelines appropriately

RICK WORMELI on YouTubePART 1bit.ly/1nwiyn1

PART 2bit.ly/1kZezk8

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RE-ASSESSMENT !

PRIVILEGE vs. RIGHTEVIDENCE of NEW

LEARNING

MODIFIED ASSESSMENT LIMIT to RETAKES? CUSTOM ‘FINALS’

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OBSERVATIONS & THOUGHTSI. Students must UNLEARNII. Archive your assessmentsIII. Re-assessments should be requiredIV. Short, Focused, FrequentV. Immediate FeedbackVI. Not all standards are created equal [conjunctive grading?]VII. BUY IN (or not)VIII. Front Loading