Common Assessment - Common assessments are typically created by a team of teachers responsible for the same grade level or course to ensure that all students are being assessed on the same essential course material.
Differentiation - Through standards based grading, teachers are able to use differentiation in their instructional strategies to provide varied learning opportunities based on students' individual performance level.
Formative Assessment (assessment for learning) - Formative assessments are used to monitor or adjust instruction in order to improve learning for students (i.e. to inform instructional decision making). These assessments can be pre-tests, reading benchmark tests, informal writing, classroom work, observations, etc. Formative assessments are graded for accuracy and descriptive feedback is provided to help guide students to proficiency.
Levels of Performance
Advanced (4) - An advanced level of performance is usually demonstrated by evidence of learning beyond or in addition to what is normally required for proficient performance in any standard, concept or skill and demonstrated at a higher or more complex cognitive level.
Proficient (3) - A proficient level of performance represents those students who can independently meet the standard, as described in the proficiency scale. Students who perform at a level 3 understand and use concepts/skills and vocabulary. These students understand not only the "what", but can correctly explain and/or demonstrate the "how" and "why". A level 3 is something to be celebrated, as this is the expectation.
Basic (2) - A basic level of performance indicates the student has basic understanding and is partially proficient at meeting grade level expectations. A student receiving a level 2 understands the basic concept or skill but has not yet reached the proficiency level. Students performing at this level may understand the basic vocabulary but does not yet understand the "how" and "why".
Below Basic (1) - A below basic level of performance indicates the student has minimal understanding of the concept or skill. Performance is inconsistent even with guidance and support.
Proficiency Scale - Proficiency scales are standardized at the district level for each course and they are broadly written to allow teachers to use the same scale for multiple assignments/projects. Teachers will use proficiency scales for every learning goal/content standard. Proficiency scales should be available to students and parents by posting them in the classroom and publishing them in a course syllabus or on the teacher’s website. Proficiency scales can also be accessed here.
Standard - The standards are the statements that define what students should know, understand, and be able to do for each course. Essential standards have been identified for each course and are listed on the proficiency scales.
Non-academic standards - All grade levels and courses also have non-academic standards that include work habits, effort, attendance, behavior, etc. These standards are tracked separately from progress on academic standards, but ultimately do affect the students' progress.
Standards Based Grading - Standards based grading and reporting helps to improve student achievement by focusing on four critical questions:
What do students need to know and be able to do?
How will we know that they have learned it?
What will we do when they haven’t learned it?
What will we do when they already know it?
Standards based grades help teachers plan their instruction so they can challenge and support all students. They also help parents know the academic areas in which a student meets or exceeds expectations, needs challenge, or needs support. Through standards based grading, parents, students, and teachers get a true picture of what a student knows and is able to do and can then make instructional decisions based on that information.
Summative Assessment (assessment of learning) - Summative assessments provide summary information about what students have learned. Summative assessments tend to be more formal and are usually given at the end of a grading period, course, or annually to evaluate what students have learned at the conclusion of that time period or course. These types of assessments could include end of unit exams, research papers, oral report with presentation, projects, final exams, end of course exams, etc.