Standards-Based Grading Information and FAQ
Q: What is standards-based grading?
A: Standards-based grading is a research-based method (Marzano, 2009; ASCD, 2008; Miller, 2013) of measuring students' mastery of specific standards, or skills, in the classroom. The philosophy follows Stanford psychologist Carol Dweck's philosophy of the growth mindset, which says that anybody is capable of achieving proficiency in a skill if they work hard enough at it.
Standards-based grading allows students to take ownership of their own learning by assessing their own proficiency on standards and enables them to demonstrate proficiency repeatedly throughout the year. A student's final grade will be based solely on his or her achievement of the standards and performance on summative chapter tests.
A: Standards-based grading is a research-based method (Marzano, 2009; ASCD, 2008; Miller, 2013) of measuring students' mastery of specific standards, or skills, in the classroom. The philosophy follows Stanford psychologist Carol Dweck's philosophy of the growth mindset, which says that anybody is capable of achieving proficiency in a skill if they work hard enough at it.
Standards-based grading allows students to take ownership of their own learning by assessing their own proficiency on standards and enables them to demonstrate proficiency repeatedly throughout the year. A student's final grade will be based solely on his or her achievement of the standards and performance on summative chapter tests.
Q: What is the purpose of standards-based grading?
A: The purpose of standards-based grading is multifaceted:
A: The purpose of standards-based grading is multifaceted:
- To encourage student ownership of their own learning
- To teach students that hard work results in achievement
- To eliminate "behavioral grades" from the grade book
- To foster a growth mindset in which students realize that they can make great strides in mathematics, regardless of prior experiences
- To support clear communication between teachers and parents about a student's achievement in class
Q: What is the process for re-assessing a skill for achievement?
A: Students will have the opportunity to re-assess (called a "Double Check") any given standard throughout the semester. Re-assessments will be administered on Thursdays (during the students' lunch time) if the following criteria are met:
A: Students will have the opportunity to re-assess (called a "Double Check") any given standard throughout the semester. Re-assessments will be administered on Thursdays (during the students' lunch time) if the following criteria are met:
- Student has participated in at least one re-teaching session with Mr. Rizzi, in math lab, with the academic center, or with a parent/private tutor
- Student has submitted a request (in writing)
- Student has completed all assigned homework for that particular standard
- Student submits evidence of extra practice on the day of the re-test (including corrections to the "Checkpoint" being re-assessed and five correct problems chosen from the textbook that relate to the standard being re-assessed)
Q: How will students be assessed on specific standards?
A: For each standard assessed on a quiz, students will receive a score between 5 and 10. These scores will be updated on myRCS with added comments, as necessary, to explain scores. Please feel free to email me at any point with questions.
A: For each standard assessed on a quiz, students will receive a score between 5 and 10. These scores will be updated on myRCS with added comments, as necessary, to explain scores. Please feel free to email me at any point with questions.
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5 6 7 8 9 10 |
Descriptive Criteria
The learner demonstrates no evidence of mastery The learner demonstrates minimal ability to solve problems related to standard or requires aid in solving problems The learner demonstrates an "emerging" ability to solve problems related to the standard The learner demonstrates the ability to solve problems related to the standard with minimal errors in reasoning The learner demonstrates an outstanding ability to solve problems related to standard at a near-perfect level The learner demonstrates deep fundamental understanding of the standard and ability to explain reasoning at the highest level |
Explanation
No evidence Work is mostly incorrect Work contains many errors, but is somewhat correct Work is mostly correct, but contains some errors Work is correct and contains sound reasoning Work and explanations go above and beyond what is expected |
Q: Will students still be responsible for completing homework, even though it will not be factored into the grade?
A: Yes. Homework, also known simply as "practice," will be indicated in the grade book using "Cmp" (complete), "Par" (partially complete), or "Mis" (missing) so that we can keep track of your student's practice completion rate. If homework is completed late, it will be marked in the grade book with as "Lat" (late).
The idea is that students require varying amounts of practice. If your student regularly earns "partial" grades on his or her homework, but is able to show mastery of the standards, then there is not much to worry about. However, if your student is earning a "partial" or a "0" on many assignments and has difficulty demonstrating mastery of the standards, then we will be able to initiate a conversation quickly and efficiently.
A: Yes. Homework, also known simply as "practice," will be indicated in the grade book using "Cmp" (complete), "Par" (partially complete), or "Mis" (missing) so that we can keep track of your student's practice completion rate. If homework is completed late, it will be marked in the grade book with as "Lat" (late).
The idea is that students require varying amounts of practice. If your student regularly earns "partial" grades on his or her homework, but is able to show mastery of the standards, then there is not much to worry about. However, if your student is earning a "partial" or a "0" on many assignments and has difficulty demonstrating mastery of the standards, then we will be able to initiate a conversation quickly and efficiently.
Q: What research supports this method for assessment?
A: Research by renowned education researchers such as Robert Marzano (2009), Ken O'Connor (2011), Myron Dueck (2014), and many others indicate the benefits of standards-based grading. For more information, please read the SBG Resources page.
A: Research by renowned education researchers such as Robert Marzano (2009), Ken O'Connor (2011), Myron Dueck (2014), and many others indicate the benefits of standards-based grading. For more information, please read the SBG Resources page.
