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Standards-Based Grading is a Restorative Practice for Students!
Standards-Based Grading is a Restorative Practice for Students!
What are grades?
What are grades?
Grades are a means of feedback to students to convey their performance against a standard.
Grades are a means of feedback to students to convey their performance against a standard.
SBG (Standards-Based Grading) is a means of grading students based on their performance against standards.
SBG (Standards-Based Grading) is a means of grading students based on their performance against standards.
Instead of a simple letter, students receive grades in multiple different learning targets and can see which concepts they understood well and which they need to improve on.
Instead of a simple letter, students receive grades in multiple different learning targets and can see which concepts they understood well and which they need to improve on.
Standards-based grading provides explanations of the concepts and material that students should know at each point in their education.
Standards-based grading provides explanations of the concepts and material that students should know at each point in their education.
How does assessment work?
How does assessment work?
Students' grades reflect performance against learning targets, climbing toward proficiency, then mastery.
How do grades work?
How do grades work?
Teachers gradebooks and report cards should convey how students are doing in reaching standards.
In Standards-Based Grading, grades are NEVER punitive. They are a communicative tool to help students and their families understand progress.
In Standards-Based Grading, grades are NEVER punitive. They are a communicative tool to help students and their families understand progress.
Grades are not what we want to motivate our students to learn. The learning process, relationships with educators, and connections ARE what we want to motivate them.
Grades are not what we want to motivate our students to learn. The learning process, relationships with educators, and connections ARE what we want to motivate them.
Learn, Practice, Assess; REPEAT
Learn, Practice, Assess; REPEAT
The graphic to the left shows the process through which standards learning in Standards Based Grading.
The graphic to the left shows the process through which standards learning in Standards Based Grading.
The grades that students receive will represent how much they have learned, how they have learned, and how close they are to mastery. They don't reflect effort, compliance, or punishment.
What does reporting and scoring of this look like?
What does reporting and scoring of this look like?
Here's an example...
Here's an example...
Students will not advance toward mastery without feedback from their teachers.
Students will not advance toward mastery without feedback from their teachers.
A letter grade, without opportunity for feedback and reteaching will not yield growth. Teacher feedback is the catalyst for student growth.
A letter grade, without opportunity for feedback and reteaching will not yield growth. Teacher feedback is the catalyst for student growth.
Failure, Mistakes, Redos and Retakes
Failure, Mistakes, Redos and Retakes
Rick Wormeli - Part One
Rick Wormeli - Part One
Students need Teacher Feedback
Students need Teacher Feedback
Without formative feedback in a recursive learning loop, all students will not move toward mastery. It is the foundation of growth, progress and new learning.
Failure, Mistakes, Redos and Retakes
Failure, Mistakes, Redos and Retakes
Rick Wormeli - Part Two
Rick Wormeli - Part Two
Grades will never be punishment!
Grades will never be punishment!
The slide to the left conveys the research in education regarding instruction, learning, and assessment; grades should not be the motivation for our students to learn.
The slide to the left conveys the research in education regarding instruction, learning, and assessment; grades should not be the motivation for our students to learn.
Relationships with teachers and other school faculty are what motivate kids to try harder.
Relationships with teachers and other school faculty are what motivate kids to try harder.
Our mindset about grading needs to match our reporting of learning; grades are a snapshot of a student's progress, not a reporting of their intelligence, effort, or behavior.
Our mindset about grading needs to match our reporting of learning; grades are a snapshot of a student's progress, not a reporting of their intelligence, effort, or behavior.
Our grades will be mathematically equitable and fair.
Our grades will be mathematically equitable and fair.
Reeves D case against the zero.pdfLate Work? Punitive Consequences?
Late Work? Punitive Consequences?
Using zeroes or other punitive consequences to motivate students to do their work well and on time does not lead to more learning or responsibility.
Rick Wormeli
Real-world Implications
Real-world Implications
Ethical grading practices that convey students' ability, which translate to college and career readiness and life after high school
Doug Reeves
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