standards-based grading - presentation slides
DESCRIPTION
Rationale, Implementation and Conclusions for Standards-Based GradingCC: BY-NC-SA 4.0TRANSCRIPT
Adventures in Wonderland SBG
Rationale, Implementation and Conclusions for Standards-Based Grading
https://www.flickr.com/photos/39513508@N06/6648187129/
What do you want GRADES to COMMUNICATE?
PROVIDE YOUR THOUGHTS:
m.socrative.comCLASSROOM: [c9c99b35]
RATIONALE
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ADDICTION
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https://www.flickr.com/photos/7729940@N06/6530383391/
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
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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
https://www.flickr.com/photos/32224133@N07/7261373934/
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