Standards Based Grading Lisa Kirk Instructional Supervisor Marzano

Standards Based Grading Lisa Kirk, Instructional Supervisor

Marzano on: Setting Specific Goals & Tracking Progress • Setting specific goals for student achievement and then tracking progress regarding those goals is one of the most powerful actions a teacher, school, or district can take.

What is Standards Based Grading? • Mastery of defined learning targets instead of the accumulation of points • Reporting of student achievement toward meeting learning targets at a given time by reflecting on mounting evidence based on various forms of assessments • A record keeping system that provides teachers with information that allows them to adjust learning practices to meet the needs of students • A system that encourages student reflection and responsibility

What is the purpose of SBG • Accurately represent student’s abilities rather than the assignments or extra credit they complete üUseful Assessments üCorrective Instruction üSecond Chances üDemonstrate Success üWin-win (improve instruction and student learning)

Advantages of SBG • Intentional Instruction • Students and Teachers can gage students’ progress per standard • Accurate representation of Knowledge • No busy work, or inflated grades • Promotes intrinsic motivation • Doesn’t penalize students for mistakes made during the learning process • Efficient grading and use of time

Digging Deeper in SBG Disadvantages of SBG New Scale • Fewer grades 4 - Exceeded the target for this quarter • Adjusting to new grading scale 3 - Met the target for this quarter 2 - Progressing toward meeting the target for this quarter 1 - Progressing with assistance toward meeting the target this quarter NA - Introduced but not assessed NT - Not Taught

SBG and Achievement • Guskey, Marzano, Pickering, Reeves, Stiggins, and other researchers conclude: • Students learn content at deeper level • Increased achievement • Perform better in college

SBG and Instruction • Appropriate sequence, • Complex process: ordered in terms of difficulty • Unpacking standard = various components in a meaningful sequence • Make adaptations • Ensure ALL students understand, practice, and master as they progress

Assessments Formative Summative • Pre-designed according to the • Carry Full Weight standard • Teachers and students reflect on performance • Plan for higher mastery on next assessment • On-going to track understanding • Practice Assessment • Unit Assessment • Reflective of student progress toward mastery at a particular time • “Real Game” assessments

Redo - Retakes • If not mastered MUST retake • Teacher/policy determine remediation plan • Teacher make professional decisions of when to extend instruction for a large group vs. additional attention to small group • Instruction is differentiated, corrective designed to remedy errors

Guidelines for Success • #1 Ensure Assessments are Integral Part of Instructional Process üQuizzes and Tests should be Learning Tools üNot simply evaluation devices to mark the END of learning üAssessments must be sources of information, on-going üAssessments must be followed by High Quality Corrective Instruction üSecond Chance for students to show improvement

• #2 Link New Assessments with Existing Assessment Practices üTraditional ü True/False ü Matching ü Multiple Choice üAlternative üSkill Demonstration üOral Presentation ü Completion üTask Performance ü Essay/ Extended Response üWriting Samples üLab Experiments üProjects

The Changes! Grading Policies Formative Feedback Track Learning Goals Report Card

A Gradual Transformation Use Formative Assessment to Monitor & Encourage Student Learning Continuously Monitor Student Learning & Adjust Learning Experiences Accordingly Establish Grading Practices (Policies) that Accurately Reflect Student Learning Align Reporting Forms & Procedures to Grading Practices

Now what? ? Choose the Assessment/grading Strategy to study Deliver the same unit to two groups of students Administer the post test Choose the unit of instruction Design a pretest and Posttest for that unit OR Record the post test scores (along with student demographic information) Administer the pretest Deliver tow different units within the same subject area to the same students Discuss data with PLC and school leader

Success • Hinges on classroom implementation • Work is vitally important • Significant improvement in student learning

References Guskey, T. R. “Getting Curriculum Reform Right. ” The School Administrator, 2009, 66(11), 38. Guskey, T. R. “How Classroom Assessment Improve Learning. ” Educational Leadership, 2003, 60(5) 6 -11. Guskey, T. R. “Making Standards Work. ” the School Administrator, 1999, 56(9), 44. O’Connor, K. A Repair Kit for Grading. Boston, MA: Pearson Education Inc. 2007