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Overview of Standards based grading Parent Online TutorialWcpss,[object Object],Jennifer L. Brown – EDTC 6070,[object Object]
By the end of the tutorial parents will be able to demonstrate their understanding of Standards Based Grading by writing a brief description of the Standards Based Grading process.,[object Object],Objectives:,[object Object],By the end of the tutorial parents will be able to demonstrate their understanding of Standards Based Grading by naming two differences between Standards Based Grading and conventional grading.,[object Object]
Perspectives on Grading,[object Object],Think back to when you were a student.  Try to remember a specific incident with grading you recall. ,[object Object]
Share your stories…,[object Object],Was it a paper covered in red marks?,[object Object],Was it that 0 you received for not turning in your homework on time?,[object Object],Click on this link and share your story.  Reflect on your own story and read the stories of others.,[object Object]
Purposes for Grading,[object Object],Communicate achievement,[object Object],Provide information for student self-evaluation,[object Object],Evaluate effectiveness of instructional program,[object Object],Guide instruction (know when to remediate, extend, re-teach),[object Object],Evaluate effectiveness of instructional program (Guskey, Thomas 1996),[object Object]
What is Standards Based Grading?,[object Object],Measuring student achievement based on the standards instead of in comparison to others or according to the amount of progress made. ,[object Object],Questions and Answers,[object Object],Standards based grading takes much more of the subjectivity away,[object Object]
Standards?,[object Object],What are the standards?,[object Object],Where did they come from?,[object Object],What is their purpose?,[object Object],Are they challenging?,[object Object],How are they measured?,[object Object]
Standards,[object Object],Are statements that identify the knowledge and skills that should be taught in schools,[object Object],In North Carolina these are stated as goals and objectives by grade or by course.  You can find them in the WCPSS Connections, on the assessment cards, on WCPSS website, and on the NCDPI website.,[object Object]
Standards Based Grading Report Card,[object Object],Grading is more consistent,[object Object],Work habits and conduct are separate,[object Object],Teacher comments are specific,[object Object],Provides parents with the overall picture of their child as a student,[object Object]
Justin, Emily, Sarah…A Growth Model,[object Object],Slide provided by WCPSS,[object Object]
Growth Model (conventional grading),[object Object],Compares a student’s learning against what they could do at the beginning of the grading period,[object Object],This model represents first quarter literacy,[object Object],Justin, Emily, and Sarah are students in the same grade but in different classrooms,[object Object],“targeted grade level expectations” refer to objectives that the teacher taught and for which she expected students to be proficient by the end of the nine-weeks,[object Object]
Growth Model of Reporting,[object Object],In this system Justin, Emily, and Sarah could potentially all get an A on their report card,[object Object],Justin could earn an A for meeting expected growth,[object Object],Emily could earn an A for exceeding expected growth,[object Object],Sarah could earn an A for making the most growth or improvement during the first quarter,[object Object]
Justin, Emily, Sarah…Standards Based Model,[object Object],Slide provided by WCPSS,[object Object]
Standards Based Grading Model,[object Object],Amount of growth a student makes is dependent upon his/her ability to demonstrate proficiency on the standards or taught objectives,[object Object],The amount of growth the student makes would be described and noted thoroughly in the comments section of the report card,[object Object]
Standards Based Model of Reporting,[object Object],In this model Sarah made much more growth than Emily, but Emily has a deeper understanding of the targeted objectives,[object Object],Sarah has not mastered all targeted objectives,[object Object]
What do you think?  ,[object Object],Is this more aligned with grade level expectations?,[object Object],Quarterly expectations?,[object Object],Promotion decisions?,[object Object],Does this model seem more consistent?,[object Object],Click here and let’s reflect on what we have learned so far.,[object Object]
Level 4,[object Object],Represents the student exceeding grade level expectations set by the state,[object Object],Indicates that a student will be successful in the next quarter, grade level,[object Object],Same term used by the state to report student progress on EOG,[object Object]
Examples Level 4,[object Object],Student can solve more complex problems,[object Object],Student can apply grade level concepts and skills to real life situations without the need of teacher support,[object Object],Student can make connections between personal experiences and the objectives mastered,[object Object],There is consistent evidence that student has mastered objectives beyond the state expectations,[object Object]
Level 3*,[object Object],Represents the student meeting grade level expectations set by the state ,[object Object],Indicates that a student has the necessary skills and  concepts to be successful and confident in the next grade or quarter,[object Object],3* is only used on the report card since it reflects application over time,[object Object]
Examples Level 3*,[object Object],The 3* is not used by the state,[object Object],Indicates students stronger than proficient, but not demonstrating level 4 consistently,[object Object]
Level 3,[object Object],Represents the student meeting the grade level expectations set by the state,[object Object],Indicates that a student has the necessary skills and concepts to be successful in the next grade or quarter,[object Object]
Examples Level 3,[object Object],This is the level of proficiency, the level the State has identified as an indicator that the student will be successful using whatever topic, skill, or concept is being assessed ,[object Object],Same term used by the State to report student progress on EOG,[object Object]
Level 1 & 2,[object Object],Indicates that the student has not yet met grade level expectations set by the state,[object Object],Level 1 & 2 should alert parents that close communication is needed for further student support,[object Object],Indicates that a student does not have the necessary skills and concepts to be successful in the next grade or quarter,[object Object]
Benefits to teachers:,[object Object],Grow professionally,[object Object],Know the standard course of study better than ever,[object Object],Know students better academically and can tailor instruction/assessment to meet the student’s needs,[object Object],Become more fair and stop playing “gotcha” with students,[object Object]
Benefits to students:,[object Object],Students know their specific strengths and weaknesses,[object Object],Have more opportunities to master objectives and are not penalized for taking longer to master them,[object Object],No averaging…one bad assessment does not affect the entire semester,[object Object],Students have more opportunities to go beyond the objectives,[object Object]
Benefits to parents:,[object Object],Parents know their child’s specific strengths and weaknesses,[object Object],Parents know specific areas of weakness and areas that their child needs additional support,[object Object],Parents are assured consistency in grading across grade levels,[object Object]
Evaluation,[object Object],Click on this link to my blog,[object Object],In your blog post write a brief description of Standards Based Grading and name two differences between Standards Based Grading and conventional grading,[object Object]
References,[object Object],Brunson, M., (n.d.). Standards based grading:  discussion on grading:  parents as partners. Session presented on Standards Based Grading.  Morrisville Year Round Elementary School, Morrisville, NC.,[object Object],Wake County Public School System (n.d.). Fact sheet – wcpss elementary report card.  Retrieved from http://www.wcpss.net/curriculum-instruction/report-cards/elementary.html,[object Object]

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