Mrs. Landolt's Web Page - Standards-Referenced Grading Standards-Referenced Grading Frequently Asked Questions What is standards-referenced grading? Why standards-referenced grading? How does standards-referenced grading work? What are formative and summative assessments? Why aren’t formative assessments calculated in the final grade? What is a common assessment? What are the roles of the teacher, student, and parent in standards-referenced grading? What is standards-referenced grading? Standards-referenced grading is a way to more accurately reflect what students know and are able to do. Why standards-referenced grading? In June of 2010, approved a new mission, vision and learning principles to guide student achievement. How does standards-referenced grading work? The state of has grade level expectations (GLEs) in each content area. A 4 level scale is used to measure student work. Every standard has a rubric that demonstrates the benchmark for proficiency. Adapted from: Marzano, R.J. (2010). What are formative and summative assessments?
A Cautionary Tale? - Quakertown School District will welcome new grading system QUAKERTOWN, Pa. - The Standards Based Grading system (SBG) is no more in the Quakertown Community School District. The board decided at its meeting Thursday night that various parameters would need to be included. The board amended the initial proposal to include grades six through twelve rather than just the high school. The controversial SBG system led to an almost entire hour of public comments before the board voted on the proposal. Several parents addressed the board about their various concerns with this grading system currently used throughout the Quakertown Community School District. “I’ve never heard a single person think Standards Based Grading was a good thing,” said Amy Einhoff, a local parent. SGB also offers some opportunities for remediation. “How long before a motivated student learns that he can earn the same grade with a lot less work?” “Standards Based Grading allowed me to get ahead in classes and focus on different things in different classes,” she said.
Effective Grading Practices Conference Countdown Dallas, Tex. June 27-29, 2014 weeks days hours minutes seconds go Share Share on Twitter Share on Facebook Share on LinkedIn Share on Google+ 2014 ASCD Conference on Teaching Excellence June 27–29, 2014 Dallas, Tex. Explore ways to make excellent teaching the reality in every classroom. More Tweets about "@ASCD" Permissions ASCD respects intellectual property rights and adheres to the laws governing them. Policies and Requests Translations Rights Books in Translation Buy this issue Log in to read all articles.NONMEMBERSSelect an unlocked article to read a sample.To view the entire issue, Digital EL November 2011Effective Grading Practices November 2011 | Volume 69 | Number 3 Effective Grading Practices Feature Articles Perspectives / What We Learn from Grades Marge Scherer Starting the Conversation About Grading Susan M. Five Obstacles to Grading Reform Thomas R. Redos and Retakes Done Right Rick Wormeli The Case Against Grades Alfie Kohn Grades That Show What Students Know Robert J. Spencer J. Tags:
SBG timeline Q&A: Standards-based grading expert Robert Marzano talks about Bangor Township Schools new grading system DENVER, Colo. — Bangor Township Schools recent switch to a standards-based grading system has parents questioning the validity of their student’s grades. School officials defend the new grading system, which aims to grade students on their ability to apply what they learn to real-world examples, and plan to continue it as a pilot program through the rest of the year. In parent meetings last month, Superintendent Shawn Bishop said the school district is using research from Robert J. Marzano, who runs education research laboratories in Indiana and Colorado. Marzano’s book, “Transforming Classroom Grading,” is the roadmap teachers and administrators are using to implement the new program. Read what's been going on in the Bangor Township Schools district with the new grading system, here. The Times caught up with Marzano on Monday to talk about his research on standards-based grading. Robert J. Andrew Dodson: What is your answer when people ask you what is standards-based grading?
Standards-Based Reporting FAQs—Parent Guide How does standards-based grading differ from traditional grading? Standards-based grading reports tell us how students are performing on a set of clearly defined learning outcomes. There is no single mark for a course as is traditionally generated by averaging or combining multiple scores across the duration of a class. Unlike traditional grade reports, standards-based grading measures students’ knowledge of grade-level content by reporting the most recent, consistent level of performance. . together with proficient performance later in the course resulting in a lower grade than current performance indicates. Click here to view an example >> Where else in the area is standards-based grading being implemented? How should we look at a student’s grades if the system of A-F changes to 4-1? performance over he duration of a course. Some think it is impossible to earn a Level 4? How will a standards-based report card impact determining athletic eligibility? How will honor roll be determined?
Minds and Matter: 21st century needs: A case for standards-based grading - West Branch Times - West Branch, Iowa - westbranchtimes.com Enhancing the learning of our students is job one for the West Branch Community Schools. Our administrative team, the Board of Education and our great staff have been focusing on this mission! The West Branch Community School District continues to utilize student-centered approaches that are designed to 1) enhance academic rigor, 2) personalize student learning experiences and 3) focus on assessment for understanding that improves teacher practices. The district’s long-term strategic goals are designed to transform teaching and learning processes from the scaffolding of best practices and programming for 21st Century learners and teachers. The district has implemented a three-pronged professional development approach: • 21st Century Teaching and Learning — 1:1 computing in grades five-12, tablet technology PK-2 and the distribution of additional middle and high school computers from labs and wireless carts to Hoover Elementary to support of our third- and fourth-grade students.
Just ASK Publications and Professional Development - Just for the ASKing! January 2011 Volume VIII Issue I Just for the ASKing! is a monthly e-newsletter that addresses the needs of instructional leaders, particularly building level administrators. Each month, this column provides information, insights, and suggestions that support administrators as they strive to be instructional leaders in schools. The teacher and the administrator sat side-by-side in the teacher’s classroom for a post-observation reflective conference. This fine, dedicated teacher is similar to many other educators. Making the transition from a more traditional grading approach to determining a student’s grade to a standards-based practice can be smooth and logical for some educators and complex and confusing for others. To better understand the logic and mechanics of standards-based grading, it is necessary to investigate the practice in depth and from different perspectives. What is standards-based grading? What is the purpose of standards-based grading?