Q: What is the goal of Standards-Based Grading?
A: The primary goal of SBG is to better communicate what each student knows and is able to do according to district and state content standards and separately assess the influence of positive and consistent work habits on student learning.
Q: How does Hybrid Standards-Based Grading work? (7-12)
A: Similar to traditional grading, scores on assignments and assessments are averaged together from all of the work. No more than 10% of a student’s grade can come from homework/practice/participation. The remaining 90% of the student's grade is based on summative assessments. Each of these assignments or assessments are then linked to a standard to provide detailed information about a student’s learning.
Q: How does this differ from traditional letter grades? (7-12)
A: The Hybrid SBG reports tell us what students have actually learned and know based on learning standards, as well as, reporting a more traditional letter grade. The hybrid model provides more weight to assessments such as test, quizzes, projects, and papers. Homework, practice, and participation count toward the final grade, but do not factor in as much. This allows the teachers, students, and parents to have a better understanding of the students’ learning. We will continue to report proficiency and work habits separately in order to give a more accurate report of student progress.
Q: When will this go into effect?
A:SBG has been implemented district-wide. At the high school and middle school levels, the hybrid model took effect in August of the 2016-2017 school year.
Q: How do I understand the report card my child brings home? (K-6)
A: Proficiency scores are not and cannot be related to a traditional grade. When a parent sees proficiency scores on a report, they should consider that the goal of that report is to give them information regarding how their student can perform as measured against content standards. Parents can still contact teachers and principals directly when they have questions, they can look at the scales on the district website, or they can look at the legend on the report card.
Q: How are students with learning disabilities or English language learning needs affected by standards based grading?
A: Students with an IEP, 504, or English language learning needs will continue to receive the accommodations they are eligible to receive, and they will continue to receive appropriate support and/or interventions. Teachers will report how they are performing as measured against content standards. When student learning standards are not aligned with the grade level they are assigned, parents will be notified that the student proficiency report is for a standard other than that of the assigned grade. All students benefit from having well developed lesson plans, quality instruction, and assessment that informs instruction and provides meaningful, accurate feedback regarding their learning. Additional progress reports may be provided as appropriate.
Q: How do students earn a 4? (K-6)
A: In order to score a 4, a student would have to show learning that goes above and beyond the criteria for the grade level expectation. It would reflect advanced understanding of content and/or excellence in demonstration or communication of knowledge, process or skills. This student shows initiative, challenges himself or herself, and demonstrates this advanced knowledge at school. Realistically, a small percentage of students will regularly score 4s on summative assessments the first time. A 4 is difficult to obtain and indicates unusually high achievement.
Q: What are the advantages of Hybrid Standards-Based Grading (SBG) in a Secondary School Setting? (7-12)
A: Just like K-6, the learning targets are clearly articulated to the students throughout instruction. Parents can see which learning targets have been mastered and which ones need reteaching and relearning. The hybrid system provides this information as well as reporting out grades and percentages which are more traditional to parents.
Q: How does SBG prepare students for college?
A: The components of SBG have the capacity to enhance achievement of learning standards and increase students’ understanding of the specific skills, strategies, knowledge and processes to succeed through the use of well-articulated standards and formative assessments. Students are better able to learn self-advocacy and do the necessary work to achieve the learning standards prior to the summative assessments. Students are able to take increased ownership of their learning.
Q: How does SBG affect transcripts for college?
A: Student transcripts will not change. Other than the fact that the grades on the transcript are derived from SBG and assessment, there is
no change in the appearance of the grades on the transcript. According to a recent college report, “Generally, admissions offices treat all grades as welcome indicators of high school performance while implicitly acknowledging that every school has a unique perspective, student body, and system.”
Q: Are there concerns about students qualifying for scholarships?
A: No. Students will earn a letter grade and those grades will determine the grade point average. This reflects current practice.
Q: Are there concerns about Missouri State High School Activities Association (MSHSAA) eligibility?
A: No. Students will earn a letter grade for the course; therefore, student eligibility would be handled the same as current practice.
Q: What is the role of homework?
A:
Preview – to prepare students to learn new material.
Practice – to help master learning objectives.
Evidence – to provide evidence of a student's’ progress toward a learning objective. Failure to turn in this type of homework may negatively impact a learning objective grade not as a punitive measure but rather because a key piece of evidence needed to verify a certain level of student understanding is missing.
Extension – to provide opportunities for extension and application of skills taught in the class to new situations.
Integration – to provide opportunities to apply many different skills to a larger task.
At the secondary level (grades 7-12), homework will not count for more than 10% of the overall grade.
Q: If students are allowed to retest, why should they try the first time?
A: “Retest” is not the most accurate description of what occurs. Having multiple opportunities to reach a standard should not be a repeat of the same performance. Prior to an additional chance for assessment, evidence of relearning should be indicated. Significant remediation should occur between the first attempt and the re-assessment. Authentic assessment should re-occur repeatedly in any grading system. The goal is to have students master the essential content/skills and be able to demonstrate that knowledge on the summative assessments. If students feel they are not getting multiple opportunities to demonstrate proficiency, they should talk to their teachers or administrators to address the issue.
Q: Does SBG lead to grade inflation?
A: No. If a grade truly represents the level of mastery of standards, the grade students have earned represent the level of their understanding of the course material. It should provide an accurate picture of the students performance, neither inflated nor deflated.
Q: My high school student used to make high grades but doesn't now.
A: Similar to the answer about grade inflation, the grade reflects the students’ progress towards standards. Under the traditional system, grades reflected a combination of ability and compliance. Now, the student’s participation and effort are reported in a separate grade for each class (Behaviors that Promote Learning). SBG provides a more accurate representation of what a student knows and is able to do.
Q: Isn't there subjectivity in SBG?
A: There is subjectivity in all grading. With SBG, for the first time we have identified and published standards (standards are posted on the district’s website) for the students. Traditionally, grades were derived from assessments of varying levels of difficulty depending on the teacher. Grades were not defined. Teachers across the district are working together on a regular basis to emphasize consistency and expectations in grading.
Q: Will students with superior abilities have a chance to excel?
A: Yes. We are asking all students to strive for higher performance. To earn an advanced score, students must operate on a higher level of critical thinking, not just answer more questions correctly.
Q: Why does SBG use most recent assessment scores in determining course grades? (K-6)
A: Every student starts with a certain amount of background knowledge, some accurate and some not, related to a learning standard. Through assessments teachers are able to determine students’ level of achievement of the learning standards. Since the goal is to document each student’s level of achievement based on the learning standards, averaging all scores throughout the semester dilutes the information, underestimates the students’ ending performance, and corrupts the determination of whether or not the student has achieved the standards.