# 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 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:

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

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

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

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

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

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.

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.

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.

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.

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.

2011 – 2012 All Elementary Schools use Standards Based Grading. Teachers report student progress quarterly using the 1, 1+, 2, 2+, 3, 4 scale. 2012 – 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.

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.