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Square Peg and Round Hole… As parents and educators, the change in grading systems requires a fundamental switch in our thinking… 4=A 1=F 2=D 3=B.

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Presentation on theme: "Square Peg and Round Hole… As parents and educators, the change in grading systems requires a fundamental switch in our thinking… 4=A 1=F 2=D 3=B."— Presentation transcript:




4 Square Peg and Round Hole… As parents and educators, the change in grading systems requires a fundamental switch in our thinking… 4=A 1=F 2=D 3=B


6 Uses A, B, C, D, F and +, - Teachers give a variety of assignments Each assignment is given a grade by the teacher Scores are averaged Average determines the grade on Report Cards Bell Curve is often used Some portion of children will fail Grades dont necessarily reflect what skills and concepts a child knows

7 Indicates what students know and are able to do Measures a students progress toward proficiency Indicates if a student has reached mastery Is ongoing and occurs when appropriate Clearly communicates expectations ahead of time Is authentic to the learning experiences of students, based on complex tasks, not rote memory Involves a demonstration of proficiency, not a guess on a multiple choice test

8 A one time test An interim test (Benchmark, Quarterly, Mid Term, Final, etc.) Average of grades Based on percentages Unknown expectations Factoring homework, extra credit, attendance, bonus points


10 40 years 40 days 40 hours Essentials are not something I can GOOGLE!. However, only the essential skills are reflected on our report card.

11 Although perfection is impossible in grading, our goal in Standards Based Grading is to have grades that are FAIR and less subject to bias, more ACCURATE, SPECIFIC so that both teachers and students can describe what it means to be proficient, and TIMELY, providing effective feedback so that students can improve their performance.



14 When children are given a target that stays still, they are more likely to be able to work towards achieving the target. The target is set for the end of the grade level, so it doesnt move each quarter.


16 4 My child is working consistently beyond the expected grade level for that standard. My child knows the how and why behind what he/she does and can transfer learning into new situations. 3 My child works consistently on grade level expectations and can explain the how/why behind it. My child can take the knowledge and apply it in different settings. 2 My child is inconsistent in his/her performance of grade level expectations. My child can achieve grade level material in a rote fashion but struggles using it in new situations. 1 My child needs help in order to complete grade level expectations.


18 4 I know or can do it well enough to make connections that werent even taught. 3 I know or can do everything that was taught without making mistakes. 2 I know or can do all of the easy parts, but I dont know or cant do the harder parts. 1 With help, I know or can do some of what was taught.


20 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter This is just an example of normal progression. Students can certainly display level 3 or level 4 knowledge earlier than third or fourth quarter, which would be reflected on their report card.


22 2011 – 2012 All Elementary Schools use Standards Based Grading. Teachers report student progress quarterly using the 1, 1+, 2, 2+, 3, 4 scale – 2013 Full implementation at all Elementary, Intermediate and Middle Schools. Teachers report student progress each trimester using the 1, 1+, 2, 2+, 3, 4 scale.

23 Q: What is the goal of Standards-Based Grading? A: The primary goal of SBG is to better communicate what each student knows and is able to do according to district and state content standards and separately assess the influence of positive and consistent work habits on student learning. Q: How does Standards-Based Grading work? A: Traditional grading averages all of the work and other subjective factors that a student has done over a grading period. SBG removes extraneous factors and solely focuses on proficiency. Standards-Based Grading assesses a students overall work and their most recent work so it really tells us what a student has learned and what they now know rather than what they knew walking into the class.

24 Q: How does this differ from traditional letter grades? A: SBG reports tell us what students have actually learned and know. SBG measures students knowledge of grade-level content over time by reporting the most recent, consistent level of performance. For example: In traditional grading, the students performance for the whole quarter would be averaged and early quiz scores that were low would be averaged together with proficient performance later in the course resulting in a lower grade. In SBG, a student who reaches proficiency would be reported proficient and the grade would reflect current performance level. In addition, traditional grading often includes other subjective factors like attendance, effort, and attitude, which might influence the grade positively or negatively. In SBG, we will report proficiency and work habits separately in order to give a more accurate report of student progress.

25 Q: When will this go into effect? A: Implementing SBG district-wide is an entire process that is already under way. Were including teachers, principals, students, parents and district staff throughout the process. Currently all Elementary Schools in our district, as well as Jefferson Intermediate have fully implemented SBG. Hardin Middle School and both High Schools have started the process and have timelines of when they will fully implement. Q: How do I understand the report card my child brings home? A: Proficiency scores are not and cannot be related to a traditional grade. When a parent sees proficiency scores on a report, they should consider that the goal of that report is to give them information regarding how their student can perform as measured against content standards. Parents can still contact teachers and principals directly when they have questions, they can look at the scales on the district website, or they can look at the legend on the report card.

26 Q: How are students with learning disabilities or English language learning needs affected by standards based grading? A: Students with an IEP, 504, or English Language Learning needs will continue to receive the accommodations they are eligible to receive and they will continue to receive appropriate support and/or interventions. Teachers will report how they are performing as measured against content standards, when those standards are not aligned with the grade level they are assigned, parents will be notified that the student proficiency report is for a standard other than that of the assigned grade. All students benefit from having well developed lesson plans, quality instruction, and assessment that informs instruction and provides meaningful, accurate feedback regarding their learning. Q: Will students have to be perfect to get a 4? A: No, students do not have to be perfect. In order to score a 4, a student would have to show learning that goes above and beyond the criteria for the learning target. It would reflect in-depth understanding of content and/or excellence in demonstration or communication of knowledge, process or skills. Realistically, a small percentage of students will regularly score 4s on summative assessments the first time.


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