Standards-Based
Grading
Olympic Middle School
School Board Presentation
August 25, 2009
Why are we talking about this?
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OSPI School Improvement Assistance Program –
year 3
Studying research and best practices – Robert
Marzano, Ken O’Connor,…
Analyzing systems and programs
Focus on learning: Not ‘what is easiest for
teachers’, but ‘what is best for kids.’
Began looking at assessment and grading about
two years ago.
What “Standards-Based
Grading” is.
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Grading on learning.
Grading student performance in relation to
state and district standards.
Grading on student performance at the
end of a grading period.
What “Standards-Based Grading”
is not.
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Averaging scores over time.
Grading on a collection of points.
Grading on ‘getting things done.’
Grading on classroom behavior,
participation, effort, attendance….
Current Reporting Systems
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Elementary Report card:
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Two pages
49 areas where students are evaluated
Number system comparing students to grade
level expectations
Example…
Current Reporting Systems
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Middle School Report card:
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7 classes where students get a grade
Letter grades
Teachers give comments (from list)
Example…
Our Goals:
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Provide better and more detailed
information for parents
Provide better and more detailed
information for students
Create a system that ensures teachers are
focusing on learning as a primary goal.
What we have done so far.
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Created a 0-4 scoring scale for use in
classroom and report card.
Separated ‘Learning Habits’ from
‘Learning’ grade.
Worked with ESD113 and Kitty to create a
report card for use this year.
Scoring Scale
4.0
In addition to 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
3.5
In addition to 3.0 performance, the student demonstrates partial success at inferences and
applications that go beyond what was taught.
3.0
There are no major errors or omissions regarding any of the
information and/or processes (simple or complex) that were explicitly
taught.
2.5
There are no major errors or omissions regarding the simpler details and processes, and
partial knowledge of the more complex ideas and processes.
2.0
There are no major errors or omissions regarding the simpler details and
processes, but there are major errors or omissions regarding the more complex
ideas and processes.
1.5
The student demonstrates partial knowledge of the simpler details and processes, but there
are major errors or omissions regarding the more complex ideas and processes.
1.0
With help, the student demonstrates a partial knowledge of the
simpler details and processes and some of the more complex ideas
and processes.
0.5
With help, the student demonstrates a partial understanding of some of the simpler details
and processes, but not of the more complex ideas and processes.
0.0
Even with help, the student demonstrates no understanding or skill.
Scoring Scales for “Learning Habits”
Participation
Work Completion
Behavior
Working in Groups
4.0
In addition to level 3.0
performance, the student
participates in ways not
explicitly expected in class
In addition to level 3.0
performance, the student
goes beyond the
requirements.
In addition to level 3.0
performance, the student
follows rules and procedures
that have not been
specifically required.
In addition to level 3.0
performance, the student
exhibits group maintenance
and interpersonal skills that
have not been explicitly
identified.
3.0
The student’s participation
meets classroom
expectations.
The student hands in work on
time and meets all
requirements.
The student’s behavior
follows all classroom rules
and procedures.
In groups, the student
exhibits group maintenance
and interpersonal skills that
have been identified.
2.0
With some exceptions, the
student’s participation meets
classroom expectations.
With some exceptions, the
student hands in work on
time and meets requirements.
With some exceptions, the
student’s behavior follows
classroom rules and
procedures.
With some exceptions, the
student exhibits group
maintenance and
interpersonal skills that have
been identified.
1.0
With help or prodding, the
student’s participation meets
classroom expectations.
With help or prodding, the
student hands in work on
time and meets requirements.
With help or prodding, the
student’s behavior follows
classroom rules and
procedures.
With help or prodding, the
student exhibits group
maintenance and
interpersonal skills that have
been identified.
0.0
Even with help or prodding,
the student’s participation
does not meet classroom
expectations.
Even with help or prodding,
the student does not hand in
work on time or meet
requirements.
Even with help or prodding,
the student’s behavior does
not follow classroom rules or
procedures.
Even with help or prodding,
the student does not exhibit
group maintenance and
interpersonal skills that have
been identified.
Summary Letter Grade
A summary letter
grade will be given for
each subject area at
the end of each
quarter. The letter
grade will be an
average of the skill
grades for that
subject.
Grade
Average of skill scores
A
3.0 – 4.0
B
2.5 – 2.99
C
2.0 – 2.49
D
1.0 – 1.99
F
0.0 – 0.99
It’s a work in progress…
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More work to be done on the report card.
It will be finalized before end of first
quarter.
Continue studying assessment and grading
practices.
Biggest change will be how student work
is assessed in the classroom on a daily
basis.
Thank you for your time.
Contact us if you have more questions.
Student
1
Student
2
Student
3
Student
4
Assessment 1
30
80
100
100
Assessment 2
40
80
100
0
Assessment 3
50
80
95
0
Assessment 4
60
80
80
100
Assessment 5
70
80
75
100
Assessment 6
100
70
75
100
Assessment 7
100
70
60
0
Assessment 8
100
70
55
100
Assessment 9
100
70
55
100
Assessment
10
100
70
55
100
75
75
75
70
Average
(Mean)