Standards-Based Grading in the Science Classroom How do I make my grading support student learning? Ken Mattingly B.A. – University of Kentucky M.A. – Eastern Kentucky University National Certification in Early Adolescent Science Any!!!

Standards-based Grading How do I make my grading: –Meaningful? –Defensible? –Student motivating? –Teacher friendly? –Infinite Campus compatible? –Administration approved?

Guidelines for Grading in Standards-Based Systems Relate grading procedures to learning goals (targets) Use criterion-referenced performance standards as references points to determine grades Limit the valued attributes included in grades to individual achievement Sample student performance – do not include all scores in grades Grade in pencil – keep records so they can be updated easily Crunch numbers carefully – if at all Use quality assessments and properly recorded evidence of achievement Discuss and involve students in assessment, including grading, throughout the teaching/learning process »Ken O’Connor, How to Grade for Learning, p. 44

Standards-based Grading in a Nutshell Focuses on whether students know what you want them to know Provides opportunities for variable learning paces Rewards students who continue to try mastering the information/concepts Gives a clear indication of what students know and don’t know Gives a clear picture of where your instruction is being effective/ineffective

The Backbone of a Good Standards-based system? Learning Targets that are: –Clear to all stakeholders –Communicated to students –Measured regularly –Adjustments to learning made

Student Friendly Learning Target Example Standard: SC Students will: –describe the transfer and/or transformations of energy which occur in examples that involve several different forms of energy (e.g., heat, electrical, light, motion of objects and chemical). –Explain, qualitatively or quantitatively, that heat lost by hot object equals the heat gained by cold object.

Student Friendly Learning Target Example 1.I can give examples of energy. 2.I can give examples of energy transfer. That means when energy is moved from one object to another. 3.I can give examples of energy transformations. That means when energy is changed from one form to another form. 4.I can describe the exchange of energy between hot objects and cold objects.

Clear, Student-friendly Targets Turn knowledge, skill, reasoning, and product pieces into “I can” target statements. Targets should use student-friendly language. Targets should be attainable. Provide clear, stationary targets for students to aim at and they will hit them. Give students a copy of learning targets for the unit.

Assessment Formative –Tied to how student is doing on a particular target –Use to identify growth areas and show how to close the mastery gap –Generally not included in grading of target mastery Summative –Includes assessment items for all targets in a unit –Diagnoses strengths and weaknesses of student –Provides road map for attaining target mastery –Determines current performance on targets

Using Targets for Post-Assessment Development Matching the assessment method to the type of target. Determining adequate sampling size. Assessment format considerations: open response vs. multiple-choice, time constraints Quality of questions, information value of incorrect answers

Summative Feedback Before using targets: score 65% –Student knows what questions they got right/wrong –Kept the score and went on, maybe reviewed, but still went on –No diagnosis of problems and ways to address them – perhaps taking a test again but no plan as to what to focus on –No idea on student or teacher’s part of strengths and weaknesses

Summative Feedback After using targets: score 65% –Get results broken out by target –Students know what they do well and what they need to work on –Students have opportunities to work on identified targets and gain understanding before trying again to show mastery –Diagnostic tool to show strengths and weaknesses by student and class

Re-testing Students have received summative assessment results by target Identify targets needing improvement Work on target practice in preparation for re-testing Re-test only over identified targets Evaluate results, rinse, and repeat!

My Grading Format All assessments, formative and summative, are based on learning targets Students’ grades are based on how well they show mastery of learning targets Behaviors are not factored into grade unless the behavior is an identified and communicated learning target Students are aware of targets being assessed Students are given multiple opportunities to demonstrate mastery of targets

No Grades for… Homework Activities Class work Behavior Quizzes Formative assessments

Learning Target Performance Criterion Student performance is divided into three categories –Basic –Developing –Mastery Students receive a score of 1, 2, or 3 for each target depending on their performance

Summative Assessment Provides itemized feedback on performance per learning target

Why Do We Need a Grade? They will be around for a while Parents expect and “understand” them Students need something to compare their learning to Communities are not ready for “no grades” Administrators are not ready for “no grades”

So Where’s the Grade? Total points possible for each target is 3 Total points for unit is number of targets times 3 Students total points earned divided by total unit points gives percentage All 2’s (developing) = 67% D ½ 2’s and ½ 3’s = 83% low B All 3’s (mastery) = 100% A

Re-testing Opportunities for re-teaching –Reviewing test results –Learning target practice –Classroom time Re-test by target –Targets receiving 1’s must be worked on –Targets receiving 2’s can be worked on Results on re-test provide information for further narrowing of mastery gap

Infinite Campus Targets are entered as different assignments Assignment is given a name “Ecosystem Learning Target #1” Assignment description contains the target statement Each assignment is worth a maximum of 3 points

Tracking Student Improvement Student A receives a 1 for a target on initial testing. They successfully complete the target practice and retest. On the retest they demonstrate mastery and earn a 3. This is recorded in the IC cell as 3.001, the 3 indicating current level and the.001 showing an improvement from the initial result.

Infinite Campus Information Section Summary report gives a great deal of information Reading across a student line tells how the student is doing on each target Reading down the learning target column tells how the class is doing per target

Today’s Take Home Message on Standards-Based Grading Students are graded on their mastery of standards (learning targets) There are communicable levels of performance leading to mastery Only mastery of standards is included on grade calculation Students receive multiple opportunities to show mastery of standards Standards-based grading gives students the chance to take ownership of their performance