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Traditional Grading and Standards-Based Reporting
Problems with Traditional Grading Systems
Traditional Report Card B B B PE B C+ C Science A A A Math A B+ B History B A- A Reading T 3 T 2 T 1 Subject
Motivation is on Grades,  Not Learning <ul><li>“How can I get my grade up?” </li></ul><ul><li>“What is the bare minimum fo...
Traditional Report Cards are Undecipherable <ul><li>What does 75% mean? </li></ul><ul><ul><li>Do they not understand somet...
Traditional Grading Doesn’t Separate Learning from Life Skills <ul><li>What if students understand a concept, but are just...
Traditional Grading is Very Subjective
Traditional Grading Doesn’t Account for the Growth of a Child <ul><li>Should students 1 and 4 earn the same grade as stude...
Standards-Based Reporting
Motivation is on Learning,  Not Grades <ul><li>“How can I show you I have learned this skill?” </li></ul><ul><li>“How can ...
Separating Learning from Life Skills More Accurately Reflects Both <ul><li>Teacher can report that a student understands a...
Student Growth Can Be Reported  <ul><li>If a child continually grows in a skill throughout the trimester, we can report wh...
What Does Standards-Based Reporting Look Like? <ul><li>Student can determine importance in a text using text features (bol...
What Does Standards-Based Reporting Look Like? <ul><li>Student can determine importance, but misses some important ideas. ...
What Does Standards-Based Reporting Look Like? With help, partial success at 2.0 content and 3.0 content. 1 Student can de...
What Does Standards-Based Reporting Look Like? Traditional Standards-Based Reporting With help, partial success at 2.0 con...
No Artificial Ceiling on Motivation  <ul><li>We add a section on our scale for learning beyond what was taught in class. <...
What Does Standards-Based Reporting Look Like? Student can determine importance in texts that do not use a proliferation o...
What Does Standards-Based Reporting Look Like? ? Student can determine importance in texts that do not use a proliferation...
Traditional Report Card B B B PE B C+ C Science A A A Math A B+ B History B A- A Reading T 3 T 2 T 1 Subject
Standards-Based Report Card 3 2.5 3 Reading Fluency 3 2 n/a Literary Analysis 3 2.5 2 Reading for Main Ideas T 3 T 2 T 1 R...
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Introduction to Standards-Based Reporting

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Publicada em: Educação, Tecnologia
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Introduction to Standards-Based Reporting

  1. 1. Traditional Grading and Standards-Based Reporting
  2. 2. Problems with Traditional Grading Systems
  3. 3. Traditional Report Card B B B PE B C+ C Science A A A Math A B+ B History B A- A Reading T 3 T 2 T 1 Subject
  4. 4. Motivation is on Grades, Not Learning <ul><li>“How can I get my grade up?” </li></ul><ul><li>“What is the bare minimum for an A?” </li></ul><ul><li>“If I do this assignment, my grade will go down.” </li></ul>
  5. 5. Traditional Report Cards are Undecipherable <ul><li>What does 75% mean? </li></ul><ul><ul><li>Do they not understand something? </li></ul></ul><ul><ul><li>Did they turn something in late? </li></ul></ul><ul><ul><li>Was something incomplete? </li></ul></ul><ul><ul><li>Were they on a vacation and didn’t make up the work? </li></ul></ul><ul><ul><li>Did they have a slow start, but improved? </li></ul></ul>
  6. 6. Traditional Grading Doesn’t Separate Learning from Life Skills <ul><li>What if students understand a concept, but are just unorganized? </li></ul><ul><li>What if students understand a concept, but have test anxiety? </li></ul>
  7. 7. Traditional Grading is Very Subjective
  8. 8. Traditional Grading Doesn’t Account for the Growth of a Child <ul><li>Should students 1 and 4 earn the same grade as students 2 and 5? </li></ul>
  9. 9. Standards-Based Reporting
  10. 10. Motivation is on Learning, Not Grades <ul><li>“How can I show you I have learned this skill?” </li></ul><ul><li>“How can I go beyond what was taught in class?” </li></ul>
  11. 11. Separating Learning from Life Skills More Accurately Reflects Both <ul><li>Teacher can report that a student understands a concept, but has turned in the assignment a week late. </li></ul><ul><li>Teacher can report that a child has turned in a beautiful project, but did not demonstrate a certain skill. </li></ul>
  12. 12. Student Growth Can Be Reported <ul><li>If a child continually grows in a skill throughout the trimester, we can report what they know at the end of the grading period. </li></ul>
  13. 13. What Does Standards-Based Reporting Look Like? <ul><li>Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) </li></ul><ul><li>This is proficient . </li></ul><ul><li>We call it a 3. </li></ul>
  14. 14. What Does Standards-Based Reporting Look Like? <ul><li>Student can determine importance, but misses some important ideas. </li></ul><ul><li>This is developing proficiency . </li></ul><ul><li>We call it a 2. </li></ul>
  15. 15. What Does Standards-Based Reporting Look Like? With help, partial success at 2.0 content and 3.0 content. 1 Student can determine importance, but misses some important ideas. 2 Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) 3
  16. 16. What Does Standards-Based Reporting Look Like? Traditional Standards-Based Reporting With help, partial success at 2.0 content and 3.0 content. Student can determine importance, but misses some important ideas. Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) D 74.3% - 64.5% 1 B-C 92.4% - 74.5% 2 A 100%-92.5% 3
  17. 17. No Artificial Ceiling on Motivation <ul><li>We add a section on our scale for learning beyond what was taught in class. </li></ul><ul><li>Encourages critical thinking, internal motivation, and self-reflection </li></ul>
  18. 18. What Does Standards-Based Reporting Look Like? Student can determine importance in texts that do not use a proliferation of text features. 4 With help, partial success at 2.0 content and 3.0 content. 1 Student can determine importance, but misses some important ideas. 2 Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) 3
  19. 19. What Does Standards-Based Reporting Look Like? ? Student can determine importance in texts that do not use a proliferation of text features. 4 Traditional Standards-Based Reporting With help, partial success at 2.0 content and 3.0 content. Student can determine importance, but misses some important ideas. Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) D 74.3% - 64.5% 1 B-C 92.4% - 74.5% 2 A 100%-92.5% 3
  20. 20. Traditional Report Card B B B PE B C+ C Science A A A Math A B+ B History B A- A Reading T 3 T 2 T 1 Subject
  21. 21. Standards-Based Report Card 3 2.5 3 Reading Fluency 3 2 n/a Literary Analysis 3 2.5 2 Reading for Main Ideas T 3 T 2 T 1 Reading 1 3 3 Behavior 2 3 1 Work Completion 3 2.5 1 Participation T 3 T 2 T 1 Study Skills

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