Download - Standards-Based Grading at JRMS
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Running head: STANDARDS-BASED GRADING 1
Standards-Based Grading Training at John Read Middle School
Nicole Graham
EDU623
Dr. Linda Kaiser
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Standards-Based Grading Training at John Read Middle School
Alfie Kohn, a forward-thinking educational author, says, Grades are not a necessary part
of schooling. They dont prepare students for the real worldIt takes courage to do right by
kids in an era when the quantitative matters more than the qualitativeWe have to be willing to
challenge the conventional wisdomwhich is this case means asking not how to improve
grades, but how to jettison them once and for all (Kohn, 2012). Standards-based grading (SBG)
is a grading system trend which aims at remedying the aforementioned problems with the
traditional grading system. The following training was developed using the ADDIE model of
instructional design and is intended to train interested staff members at John Read Middle School
on how to effectively implement SBG in their classrooms.
Analysis
As educational psychologists reported, grades often limit student engagement in learning,
making the focus about the grade as opposed to the reward of learning a new concept.
Moreover, grades may inhibit students from taking risks for the sake of earning a grade for
completing an easy task. Grades can also lower the quality of student work by providing an
extrinsic motivator for an intrinsic quality (Kohn, 2012).
In an effort to reduce these negative effects of grading, the entire Redding Elementary
School transitioned to a SBG system. John Read Middle School (JRMS) may soon be in line to
make a similar switch to SBG in the near future. Rather than force SBG onto unwilling staff
members as simply another initiative, interested staff members should be trained in how to create
standards for SBG, how to grade holistically using the SBG grading scale, how to use
PowerTeacher for recording progress and how to communicate this shift in grading practices to
parents. This training should be a hybrid system of face-to-face sessions as well as online
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sessions.
As a result of some staff members at JRMS being trained on and implementing SBG in
their own classrooms, the remainder of teachers at JRMS has the potential to learn about SBG.
This may lead to more teachers reporting grades using SBG, perhaps even the entire school. If
JRMS does implement SBG as a school, teachers might be more willing to use this system since
they know and are familiar with coworkers using this grading system.
Audience
This training involves interested teachers at JRMS in Redding, CT. This school
building houses roughly fifty teachers of grades 5-8; some teachers have their elementary
certification, while others have their 7-12 content specific teaching certificate. Teachers at JRMS
range from having two to approximately thirty-five years of teaching experience and they hold at
least a Masters Degree in Education. Many teachers completed post-graduate coursework and
several teachers hold a 6th
year and/or administrative certificate (Easton, Redding and Region 9,
n.d.).
JRMS is part of a tri-district called ER9. This school district consists of elementary
and middle schools in the towns of Redding and Easton, CT, which both feed into one regional
high school. Currently, the ER9 district is in the District Reference Group (DRG) A, which
means it has one of the highest socio-economic statuses in Connecticut. Standardized test scores
for ER9 are consistently one of the highest in CT. The ER9 school district has minimal hierarchy
within its structure. The only steps between classroom teachers and the superintendent and
assistant superintendent are building principals and assistant principals (Easton, Redding and
Region 9, n.d.).
The learning styles of JRMS teachers differ greatly, as does their comfort level with
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technology. Some teachers are able to learn new concepts quickly, while others need more time
to process and practice before they are comfortable with new material.
Currently, only one teacher at JRMS implements SBG in his classroom. Roughly two-
thirds of the JRMS staff has been exposed to the notion of SBG through a morning professional
development study group. As part of this study group, teachers readFair Isnt Always Equal:
Assessing & Grading in the Differentiated Classroom by Rick Wormeli. The study group used
this book to start a dialogue regarding different grading practices, including SBG (Wormeli,
2006). As a result of this study group, several teachers became interested in learning more about
SBG.
Learning Environment Analysis
Since this training will occur in a face-to-face environment, as well as an online
environment, the following resources need to be available:
Meeting room with Internet/WiFi access Laptops SmartBoard Access to PowerTeacher Current subject-specific curriculum for each participant Examples of SBG resources (grading rubric exemplars, videos of SBG implementation in
other schools)
LiveBinder accounts for all participantsAll of these resources, with the exception of SBG resources and LiveBinder accounts, are
already currently available at JRMS. The SBG resources need to be researched and the
LiveBinder accounts have to be created. The LiveBinder accounts are free and only require a
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username, password and e-mail address in order to be created.
If this training will take place during the school day, participating teachers will also need
release time and sub coverage for their classrooms. Money for this coverage should be accounted
for in the schools budget.
Task Analysis
For this training project, several skills need to be developed, all of which are new to
participants. Participants need to learn how to create standards for their curriculum. These
standards should be written as manageable student tasks. If possible, these standards should also
be written in student-friendly language. Participants then need to learn how to use SBGs 4 point
holistic grading system. Exemplars of student work from each level should be provided with
which to model quality work at each level. The results of the SBG standards and rubric
exemplars should be uploaded to participants LiveBinder accounts forfuture editing and
collaboration between coworkers.
Participants also need to learn how to set up PowerTeacher to input SBG grades.
Standards need to be uploaded to the PowerTeacher platform for each teacher. Participants
should be able to use the test mode of PowerTeacher to trial entering standards for their students.
Lastly, participants need to create a means of communicating SBG practices to parents.
Situational Analysis
In order to deliver this training effectively, teachers need to break their thinking from
traditional grading scales and rubrics. As Alfie Kohn (2012) expressed, Its not enough to use
standards-based grading, teachers need to change the way in which they approach the entire
grading process. Teachers cannot fit their traditional points system into a 4 point scale. SBG is a
complete change in providing feedback to students without the looming threat of grades
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overhead. Although this training does not focus on the philosophy of SBG, a lack of
understanding of this theory will hinder the effectiveness of implementing a SBG system.
Another possible barrier to an effective training is an absence of follow up sessions. The
initial training on how to create standards and implement SBG is only the beginning of a
conversation about how teachers grade and should drive a shift in how JRMS views grading in
general.
Technology Analysis
The majority of the resources needed are available currently at JRMS. The Library
Reading Room can house the training. A mobile laptop cart can be brought in for the purpose of
the training and access to PowerTeacher and LiveBinders can be reached through the internet.
Design
Schedule
This Standards-Based Grading (SBG) Training will take place for interested teachers
towards the end of the school year, so participants will have the necessary skills and knowledge
to implement SBG into their classrooms fully for the following school year. In order to
accomplish this, a target goal of implementing the training will be set to March, immediately
following the Connecticut Mastery Tests. This training was developed using the ADDIE model
of instructional design, outlined by Chuck Hodell (2011). Since the training is set to take place
in March, the analysis, design, and development phase need to take place beforehand. It is
anticipated that the analysis phase will begin in October of the desired school year. Based on
Hodells (2011) framework, the following schedule explains the required steps for full
implementation of the design process.
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Phase StepsAnticipated
Timeline
Analysis
Describe current situation Analyze population Analyze learning environment
Analyze tasks and content mastery Analyze situation Analyze available technology Evaluate analysis elements
October-November
Design
Create schedule Outline course objectives Describe learning theory Create lesson structure Decide on assessments Decide on media specifications Evaluate design elements
December
Development
Create lesson plan Create assessments Decide on needed technology Decide on training logistics (location, facilitator,
etc.) Evaluate development elements
January-February
Implementation Put lesson plan into action Evaluate implementation elements MarchMay
Evaluation
Conduct summative assessments for trainingparticipants
Decide on next steps after training is completeJune
It is important to note that the evaluation phase Hodell (2011) discusses in the ADDIE
model takes place within each of the analysis, design, development and implementation phases.
The above table depicts an evaluation phase; however, this evaluation phase refers to the
evaluation of the course rather than of the ADDIE model itself.
Course Outcomes and Objectives
The participants in the SBG training are expected to accomplish the following objectives
by the end of the training:
Objective # 1Given a Blooms Taxonomy flipchart and a copy of their curriculum,JRMS teachers will be able to create leveled standards in student-friendly language for 3
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units.
Objective #2Given a LiveBinder account, JRMS teachers will be able to upload theirstandards to their account for 3 units.
Objective # 3Given holistic rubric exemplars and samples of student work, JRMSteachers will be able to successfully assess student work on the 4-point SBG grading
scale on 5 different assessments.
Objective # 4Given access to the PowerTeacher test mode, JRMS teachers will be ableto input scores for at least two assessments, including reassessment scores and feedback,
without error.
Objective # 5Given current research on SBG practices, JRMS teachers will be able tocreate a means to communicate new grading practices to parents.
Learning Theory
Confucius once said, Tell me, and I will forget. Show me, and I may remember. Involve
me, and I will understand (McKenzie, 2013). This saying is the basis of experiential learning
theory, which supports this training. In a very general sense, experiential learning theory focuses
on learning through direct experience (McKenzie, 2013). Since this training involves only
adults, it is appropriate for this training to also be supported by a learning theory which addresses
the specific needs of adults. According to Culata (2013), adults learn best when training
pertains to the self-directed, problem-centered nature of most adult learning. Experiential
learning supports how adults learn because it allows adults to be active participants and hence in
control of their own learning. In order to support experiential learning, adults should participate
completely in the learning process,[the training should be] based upon direct confrontation
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with practical, social, and personal or research problems, and self-evaluation [should be] the
principal method of assessing progress or success (Culata, 2013).
This training supports experiential learning theory because participants in the program
are voluntary. Those teachers who participate in the training have hands-on experience with
creating their own curriculum standards and assessing student work using the SBG holistic
rubric. Evaluation in the training is also self-reflective through the use of surveys.
Lesson Structure
This training will occur over multiple days, with teachers getting release time from their
classrooms for half or whole days. Each topic counts as one session. In order to complete the
training in time, there should be two sessions per month. Ongoing discussions for each topic will
occur in an online setting throughout the duration of the training. Each session is broken down
into the five training objectives, with the exception of the introduction session. The training is
sequenced so that each session builds on the previous session. Necessary skills are broken down
into session so as to not overwhelm participants and also to ensure participants have mastered
each step in the SBG implementation process before proceeding to the next step. The majority of
the sessions begins with a mini-lesson or guided instruction regarding the topic. Then,
participants are given time to work in small groups to complete their task while collaborating
with other participants. The following plan outlines the details of the sessions:
Topic Content Method Resources Assessment Time
Introduction
Overview oftraining and
objectives
Rationale forSBG
Presentation ofRES Grading
System Q&A session
Smallgroups,
Face-to-
face
learning
Teachersfrom RES
SmartBoardwith
internetaccess
capability SBG video WikiSpaces
Informal,using Q&A
session as
feedback
HalfDay
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with RES Go over
WikiSpaces
page
Discussion andquestions ofprevious sessiontopics
Online Computerand Internetaccess
Access toWikispace
Informal Ongoing
Standards
Demonstration ofwriting standards
for SBG usingstudent-friendly
language (i.e. I
can) Participants have
time to writestandards Group share of
written standards
Direct
instruction
and smallgroups,
face-to-
face
Copies ofcurriculum
for eachsubject
based on
participants
(electronical
ly or hardcopy) Laptops or
iPads
JeffersonCounty
SchoolsWebsite
Observation
and feedback
given duringgroup share
Whole
Day
Discussion andquestions of
previous sessions
topics
Online Computerand Internet
access
Access toWikispace
for
discussion
Informal Ongoing
LiveBinder
Overview of howLiveBinder works
Participants signup for LiveBinderaccounts and setup binder
templates for
classes Participants have
time to upload
standards
Direct
instructionand small
groups,face-to-face
Computerand Internetaccess
LiveBinderaccounts forparticipants
Informal
observationof task and
check in withparticipantsat end of
session
Half
Day
Discussion andquestions of
previous sessionstopics
Online Computerand Internet
access Access to
Informal Ongoing
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Wikispace
SBG Grading
Demonstration ofSBG holistic
rubrics Participants
practice gradingstudent workusing rubric and
share results in
groups Participants take
time to anticipate
what each level
of the SBG 4-point rubric looks
like for their
individualstandards Chalk Talk
Direct
instruction
and smallgroups,
face-to-face
Computerand Internet
access Examples of
SBGholisticrubric
websites
and videoclips
Materialsfrom
previoussessions
Informal
observation
during chalktalk
Whole
Day
Discussion andquestions of
previous sessions
topics
Online Computerand Internet
access Access to
Wikispace
Informal Ongoing
PowerTeacher
Demonstration ofhow
PowerTeacher
can be set up tocalculate SBG
Participantsupload standardsto template
Participants loginto
PowerTeachertest mode to
practice entering
assessment
grades, retakesand comments
Direct
instruction
and small
groups,face-to-
face
Computerand Internet
access
ElectronicExcel
template for
uploadingSBG
standards
Access toPowerTeacher test mode
Informal
observation
and check in
withindividual
participant at
end ofsession
Half
Day
Discussion andquestions of
previous sessions
topics
Online Computerand Internet
access Access to
Wikispace
Informal Ongoing
Communicati Participants Small Computer Informal Whole
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on
and AuthenticAssessment
brainstorm ways
to communicatenew grading
system to parents Participants draft
communication Formal authentic
assessment
group and Internet
access Access to
SBG
rationale
resourcesfrom
informationsession
during
communication activity
Formal
authenticassessment
Day
Discussion andquestions of
previous sessions
topics
Online Computerand Internet
access
Access toWikispace
Informal Ongoing
Assessment
At the end of each session, formative assessments will be done in the form of
collaborative peer editing and also through the use of Wikispaces. Assessing small group
activities allows for participants to receive immediate feedback on their work and helps simplify
the revision process. Collaborative peer editing also increases a sense of community between
participants (Center for Instructional Technology and Training, 2013). Formative assessments
will also take place during the ongoing use of Wikispaces throughout the training. In this setting,
participants will be able to pose questions to the facilitator and also to other training participants.
This can be used to encourage discussion, create a sense of community between participants
when they are not together for a training session, and also allows the facilitator to observe how
each participant understands what was taught during each training session (Center for
Instructional Technology and Training, 2013).
A summative assessment will be done for this training in the form of an authentic
assessment. Participants will create standards and assessments for an additional unit in their
curriculum not completed during the training itself. These materials will be uploaded to
LiveBinder accounts and assessed on a rubric shown to the participants beforehand.
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Media Specs
This SBG training requires the use of laptops or iPads with internet access for each
participant. A SmartBoard or computer with audio-video capabilities is also needed. It is not
necessary, but would be nice if the laptops have the ability to remotely connect to a local printer,
so participants can print out their work during the group collaborative editing times. Participants
also need to access the PowerTeacher test site available only at JRMS. Additionally, invitations
need to be sent via e-mail to participants for their WikiSpaces accounts.
The primary use of laptops and/or iPads for this training is to increase mobility. Work
and learning are often two sides of the same coin, and people want easy and timely access not
only to the information on the network, but also to tools, resources, and up-to-the-moment
analysis and commentary (Johnson, et al., 2012). Using laptops and iPads for this training
allows participants to take their training anywhere in the school while allowing them to have
access to documents, websites and network capabilities. Participants are using LiveBinders as a
way to benefit from cloud computing. Teachers have access to their saved work within and
outside the school setting. LiveBinders also allows participants to collaborate with others as
their work develops (Johnson, et al., 2012).
Implementation
This training will take place at John Read Middle School in the library reading room
between March and May, for two sessions per month. The facilitator for the training will also be
the instructional designer. Others involved in the training include several teachers from Redding
Elementary School (RES) and the administrative professional trained on PowerTeacher. Before
the training takes place, the instructional designer will meet with the RES teachers to discuss
possible talking points for the group sessions. In addition, the instructional designer will need to
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meet with the administrative professional to review what will be demonstrated to participants
regarding PowerTeacher.
Evaluation
There will be many opportunities for participant evaluation throughout this training. In
addition to formative assessments during the project, there will also be summative assessments
aligned with Kirkpatricks four levels of evaluation. A Level 1 evaluation, based on participant
reaction, will take place via an online survey on Google forms. The survey will measure how the
participants felt about the training and whether they enjoyed the setup of the training sessions.
The survey will also ask participants to gauge whether or not they learned what they needed to
learn in order to implement SBG fully in their classrooms for the following school year as well
as their comfort level for transferring their newly learned information to others. Additionally, the
survey will ask participants to describe how their perspective on SBG has changed from the
beginning of the training (Kirkpatrick, 2012).
Participants learning will also be evaluated through an authentic assessment described
previously in the design section. Teachers will be asked to write standards for a new unit plan not
completed during the training itself. They will also come up with an exemplar of what each
standard should look like on the rubric scale. This authentic assessment supports Kirkpatricks
Level 2 evaluation because evaluations at the learning level [are being] tied directly to
objectives (Hodell, 2011).
Next Steps
Since this training will run through the end of the school year, the group will meet again
within the first few months of the next school year to follow up with the progress teachers have
made using SBG in their classrooms. Teachers will share what they have done independently
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and discuss any breakthroughs or frustrations with implementing this new grading system.
Additionally, an interest survey will be conducted among the staff towards the mid to end of the
school year to see how many teachers would like to learn more about implementing SBG in their
classrooms. Ideally, those who learned about SBG will pass their interest on to other teachers,
resulting in the need for more training sessions, which can then be taught by the original SBG
training participants.
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References
Center for Instructional Technology and Training. (2013).Assessment tools. Retrieved from
http://citt.ufl.edu/tool-type/assessment-tools-methods/
Culata, R. (2013). Experiential learning. Retrieved from
http://www.instructionaldesign.org/theories/experiental-learning.html
Easton, Redding and Region 9 School Districts. (n.d.). Retrieved from
http://www.er9.org/pages/Easton_Redding_Region_9
Hodell, C. (2011). ISD from the ground up: A no-nonsense approach to instructional design (3rd
ed.). Alexandria, Virginia: ASTD Press.
Johnson, L., Adams, S., and Cummins, M. (2012). TheNMC horizon report: 2012
Higher education edition, 14-21.
Kirkpatrick, D. (2012). Kirkpatricks learning and training evaluation theory. Retrieved from
http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm
Kohn, A. (2012). The case against grades. [Article].Educational Leadership, 11, 28-33.
McKenzie, M. (2013). Rescuing education: The rise of experiential learning.Independent
School, 72(3), 24.
Wormeli, R. (2006).Fair isnt always equal: Assessing and grading in the differentiated
classroom. Portland, ME: Stenhouse Publishers.