Intro

The JHS math department will be using Standards Based Grading (SBG) as a group.

Grades for this class are divided among three categories: Formative and Sumative Assessments, and Practice.

Practice will be composed of in class work, assigned homework, digital assignments, certain small projects, and any other work that may be given during the course of a week. These grades will be progressive to give an indication on how well they are working on mastering the concepts. Often these assignments will have an option for the student to either check answers on the spot (simple yes or no, won't give the correct response) or a chance to redo. Some assignments due to either the nature of the assignment or time, additional attempts may not be available. It is in your students best interest to utilize the opportunities to ensure they are able to understand and solve all types of problems; even the difficult ones. Practice will not be based on the SBG format as they are measuring their work not their full understanding

All assessments will be graded using the Standards Based Grading rubric. I will provide the reasoning behind it. Practice will be worth 20% of their overall grade, Formative Assessments will be 40% and Summative Assessments will be 40%.

Proficiency Scale

Why Standards Based Grading

The reasoning that supports standards based grading is provided below. I have been using this for several years now but much of what is provided is modified from Dane Ehlert's website. Dane Ehlert trains teachers on how to implement Standards-Based-Grading.

A VISION FOR GRADING

Standards-Based Grading

Several years ago I began using a type of Standards Based Grading (SBG) that focused less on a straight % of correct responses to looking at the reasoning of the students and their mastery level of a given standard. Moving to this method came from a desire to promote growth mindsets and perseverance in students. I have used this in various formats for last several years and settled on the rubric we use now.

From Dane:

Actions Speak Louder…

The old saying that actions speak louder than words drives my approach to grading and assessment because I believe the way we assess and evaluate students is the loudest action in our classroom. At the end of the day, whatever values we’re trying to promote can only go as far as the way we assess and evaluate the kids. If we say mistakes are a good thing, this has to shine through in the way students’ grades are developed. If we say that it’s important to persevere and keep working even when it’s difficult, this has to shine through in the way the students’ grades are developed.

This statement is what fuels most of my decisions when thinking about assessment, when to quiz, and when to grade. However, the words are empty if I don’t back them up with my embedded practices. I actually have to believe this message myself and seek to follow through with my actions. So, I put it in front of the kids every quiz to reinforce and remind them of what the class is about, but more importantly, to hold myself accountable.

With all this in mind, it’s crucial to create a system that speaks the values we want to promote. Here are some of the hopes and values embedded in the vision I try to implement.

Promote Perseverance

Promoting perseverance is the overarching goal to the system, and every point after this aims to support it. So far, I’ve found that a great way to promote perseverance is to allow full-credit retakes (with healthy boundaries) for any Formative assessment. This is the way I’ve been able to back up my words that mistakes are a good thing, and that it’s important to keep working hard even when times are tough. When I didn’t allow retakes, my actions were telling kids that mistakes were not okay because mistakes led to permanent bad grades. I saw so many students give up completely whenever they made low test grades. For a while, I didn’t understand why this was happening, but then I realized that the kids were actually making a good observation. They realized that once they made a really low test grade, there was almost no hope to recover. It was better to not take the time and make the effort to get out of the hole because it would hurt too much to do that and in the end come up short. Retakes give the kids hope, and I believe this is true even if kids don’t really take advantage of it. I’ve found that most kids don’t retake on their own, but just the option to have it helps so much.

In addition to retakes, it’s been helpful to make the lowest possible grade a 0 (50% in the gradebook) instead of a zero % as long as the assignment was legitimately attempted. This is huge as well because it’s much more motivating and attainable to try to bring up a 50% instead of a 0% and keeps more kids bought in. Also, it doesn’t completely put a kid in the dumps if they aren’t initially understanding concepts. Instead, it communicates the message, with my actions, that it’s okay if you’re not understanding yet, but are really trying. I’m still here with you and am ready whenever you are to get you where you want to be.

At first, allowing a 50% instead of a 0% almost sounds like a sympathy grade that may enable lack of effort. However, I’ve found that the students who continue to not put in the effort still fail whether they get 50s or 0s. The difference is that I’ve seen so many students in this position who would usually tune me out eventually warm up to me through relationship building, and then we’re able to get to work and get them going in the direction we both want them to go. It doesn’t work for everyone, but there’s at least an opportunity. This wasn’t the case before I used this approach.

The Standards

Based on the standards from the state of Oklahoma we are learning many different skills that are interrelated. Using Standards Based Grading, I will be assessing each skill based on the essential elements each skill has for basic proficiency, advanced, and mastery. The table at the top lays out what the grades will be and the meaning of them. One thing to keep in mind, simply being able to repeat the process will only achieve proficient which is an 1-2. If this is all a student seeks to achieve, they will likely have an average grade between 65-75%. Advanced and Mastery requires that the student can apply the concept in unique and complicated situations that often are not directly seen by skimming the problem. Each level will require the student to explain the steps in written notation or oral video presentation and through a written/verbal sentence using appropriate math vocabulary (don't worry, I won't be harsh with spelling/pronunciation ! )