1. Standards Based Grading
Lisa Kirk, Instructional Supervisor

2. 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.

3. 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

4. What is the purpose of SBG
Accurately represent student’s abilities rather than the assignments or extra credit they complete
Useful Assessments
Corrective Instruction
Second Chances
Demonstrate Success
Win-win (improve instruction and student learning)

5. 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

6. Digging Deeper in SBG Disadvantages of SBG New Scale Fewer grades
Adjusting to new grading scale
4 - Exceeded the target for this quarter
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

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

8. 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
Tennis player: approaching the ball, positioning the racket, swinging smoothly, returning the ball, following rules
Rubric with various levels of proficiency on these steps
Adaptations made for individual learning differences

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

10. 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

11. Guidelines for Success
#1 Ensure Assessments are Integral Part of Instructional Process
Quizzes and Tests should be Learning Tools
Not simply evaluation devices to mark the END of learning
Assessments must be sources of information, on-going
Assessments must be followed by High Quality Corrective Instruction
Second Chance for students to show improvement
Writing teacher have long recognize the many benefits of a second chance. Teachers build into the writing process several opportunities for students to gain feedback, revise, and improve writing.

12. #2 Link New Assessments with Existing Assessment Practices
Traditional
True/False
Matching
Multiple Choice
Completion
Essay/ Extended Response
Alternative
Skill Demonstration
Oral Presentation
Task Performance
Writing Samples
Lab Experiments
Projects

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

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

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

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

17. 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