Transcript Standards-based Grading - Stem Magnet Lab School

STEM MAGNET LAB School
Standards Based Grading
October 3, 2013
Parent Meeting
Why Standards-based grading ?
*Nationwide 30-60 % of college students need remediation.
*National research shows that 50% of those students who need
remediation received As and Bs in the courses needing remediation
(3 million new students enter higher education each year, and half
take at least one catch-up course while they are enrolled.)
*45% of AD12 students need remediation in college introductory
courses
*In the past thirty years the time (attending full-time and
continuously) to obtain a “4 year-degree” has increased to five years.
During the same time period high school GPAs are up.
What is Standards Based Grading?
• Standards Based Grading is grading using student
performance as the sole factor in establishing grades.
• Standards Based Grading uses the overall trend in
student performance. In other words, we look at the
most recent academic performance of a student when
establishing a grade.
How Standards-based Grading Differs from
Traditional Grading Systems
•
Because standards-based scores are based on where a student is in relation to a
standard, teachers will be looking at a student's most recent work. Teachers
will not be averaging scores across an entire semester.
•
For example, imagine a student learning to convert fractions to a decimal-point
format. A student may very well have some poor scores at the beginning of that
unit of study, but hopefully the student comes to understand that concept after
a couple of weeks of instruction, practice and study.
•
Averaging their poor initial scores with their improved later scores doesn't
truly represent their final level of understanding. And the same is true if a
student understood the early concepts but has a difficult time with the more
complex ideas, or coasts along as the unit comes to a close.
•
Averages across weeks’ or months’ worth of work don't necessarily represent a
student's true, current, level of understanding when time to report progress.
How Standards-based Grading Differs from
Traditional Grading Systems
 Another change we'll see in the standards-based system is that teachers
and students will no longer be tallying up 'points' to determine a
grade.
 In the past, 'points' might be earned by doing well on a test, turning in
extra credit projects, participation, or helping out in the classroom in
any number of ways.
 Standards-based grading in Adams 12 District will be based on a
student's level of understanding in relation to a standard.
 For example, if a student helps out to clean up a classroom after
school, that good deed may get reported out as good citizenship on a
report card, but it doesn't tell us how well they understand the use of
commas in a series or how well they can apply the scientific method in
various situations.
How Standards-based Grading Differs from
Traditional Grading Systems
 One other example to illustrate some of the main concepts of standards-
based grading is to take a look at learning to play an instrument.
 The first day a student picks up a clarinet we wouldn’t expect him to be able
to play even an easy song. He must first learn the correct way to hold the
instrument and how to make a sound.
 There will be clearly defined expectations for where we expect students to
be as their knowledge and skills progress and where they should be at the
end of the course. (In fact, that’s why a continuum of classes is called a
‘course’.
 It is a path of learning, understanding and proficiency.) Learning is a
progression of knowledge, skills and abilities; and practice and re-work are
key components of the learning continuum.
What does Standards Based Grading not
include?
•
•
•
•
Effort*
Attitude*
Timeliness*
Homework
*Each of these areas will be assessed
in the Scholarly Habits section of the Report Card
Standards and
Gradebook
Recording
Criteria (GRC)
Standard
Disciplinary Core
Ideas (Content)
Science Practices
Cross-cutting
concepts
Communication in
the Discipline
Teacher Response
to Practice prior
to assessment
Electronic
Record of
Learning (IC)
Rubrics and
More!
It’s like riding a bike!
It’s like riding a bike!
It’s like riding a bike!
Difference Between
Meeting the Standard and
Exceeding the Standard
● A student may receive a 3 or 4 at
any point in time.
● Generally: Transfer, depth, and
complexity.
● Opportunities will be provided
for students to work at the highest
level of performance.
Science Example:
For example, but not limited to:
● Near perfect performance on assessments must be paired with a
consistent ability to complete additional Level 4 opportunities
within coursework with success.
● Students should be given opportunities to extend their understanding
to real world applications and problems. Examples of this are
embedded in the Next Generation Science Standards through the
“Connections to Engineering, Technology and Applications of Science”
section. These should be incorporated into lesson plans as a Level 4
opportunity.
● Teacher created Level 4 opportunities.
It’s like riding a bike!
It’s like riding a bike!
Where Do I Get More Information?
http://www.adams12.org/student_learning/stand
ards_based_grading
What questions do you have?