Frequently Asked Questions:
What does SBI/SBG stand for?
Standards-based Instruction (SBI) is the instructional model based on ND State Standards
Standards-based Grading (SBG) is the reporting method used to report student mastery of the ND State Standards
Why the change?
There are many reasons for the change, including these noteworthy components:
We believe in student learning of skills and standards, not just wrote memorization. Late work, extra credit, or attendance (non-academic factors) should not factor into a grade reflection of the course standards and are reported in the behavior standards.
We want to create students who can think critically, problem-solve, communicate well, and ultimately build self-efficacy (self-efficacy is one of the highest indicators of success).
What are the advantages of SBI/SBG?
Improved communication and additional feedback for all stakeholders about student learning and grades:
1) Families and students will see areas of academic strengths and areas of needed growth in the gradebook based on the course standards and a student’s proficiency level.
2) Teachers will know which course standards they need to re-teach and students will know which course standards they need additional learning opportunities and/or practice with.
3) Teachers can effectively communicate to students their patterns of proficiency (or lack thereof) in a student’s body of evidence. Assessments show student learning and proficiency in course standards.
4) Increase self-efficacy and learn transferable skills far beyond content knowledge.
Grades and points have been used for a long time. Isn't there evidence to support traditional grading practices?
There is little to no evidence to support traditional grading practices. To consult a list of published journal articles and authors, click this link that supports SBI/EBR.
What do the symbols in SBG mean?
Please reference the elementary or high school page for specific information as this varies between the two.
Does my student still receive a letter grade?
Elementary- no, no letter grade is assigned
JH/HS- yes, letter grades will also be given to students as well as a GPA
How is the role of assessment different in SBG?
In a traditional grading system, student assessments were often given for the purpose of entering a score in the grade book. Assessments in an SBG system are given for the purpose of determining growth in learning over time and especially for identifying future learning opportunities for students.
Are only tests graded in SBG?
No, not necessarily. Teachers have the flexibility to use any type of "assessment" (def.- an evaluation of the ability to do something) to determine a student's proficiency/mastery of a skill. They can also "assess" the student multiple times/in a variety of ways to show growth and progress toward mastery of the skill (proficiency). This will look different from teacher to teacher and subject to subject due to the nature of the courses. "Assessments" can mean tests, but it can also mean orally answering a question to a teacher, completing an exit ticket at the end of class (answering a question about what was learned in class that day), creating a project based on certain criteria, etc.
Why do we allow multiple opportunities for assessment in a standards-referenced system?
The goal is that all students learn the content, not just the ones who can learn on the uniform timeline. Curriculum goals don't require that every individual reaches the same level of proficiency on the same day, only that every student achieves the goal.
Teachers need multiple pieces of evidence to be confident students have a good grasp of the learning targets before deciding on a final topic score. To make standards-based grading work, the idea of "multiple opportunities" is emphasized. Students actively engage in a first cycle of learning and then, if genuinely needing still more opportunities to demonstrate understanding of a certain learning target, concept, or skill, the student and teacher can work to allow the student to demonstrate further understanding.
Are certain standards weighted in the grade book?
No. All standards are included equally.
How does this practice prepare students for the 'real world'? There are no retakes in the 'real world'.
Those who claim to be preparing students for the working world by disallowing all redos forget that adult professionals actually flourish through multiple opportunities to demonstrate understanding. Surgeons practice on cadavers before doing surgeries on live patients. Architects redesign building plans until they meet all the specifications listed or industry standards. Pilots rehearse landings and take-offs hundreds of times in simulators and in solo flights before flying with real passengers. Lawyers practice debate and analysis of arguments before litigating real cases. Teachers become much more competent and effective by teaching the same content multiple times, reflecting on what worked and what didn't work each time. Students benefit from being given multiple situations in which they can show their learning of learning goals and targets, over time.
LSAT. MCAT. Praxis. SAT. Bar exam. CPA exam. Driver's licensure. Pilot's licensure. Auto mechanic certification exam. Every one of these assessments reflects the adult-level, working-world responsibilities our students will one day face. Many of them are high stakes: People's lives depend on these tests' validity as accurate measures of individual competence. People can reassess over and over for full credit. It is 'real world' to encourage students to actively engage in learning in many ways, over time.
Why change from the 100 pt. scale to the 4 scale?
There are many reasons:
1. The 100-point scale is mathematically and statistically flawed for many reasons, but mostly because it violates the basic principle of ratios.
2. The 4 scale allows us to consistently define levels of proficiency. We can say, "in order to get a 3 on this standard/skill, you must know and be able to...." If we were to do this on the 100-point scale, we would need 101 different descriptors!
How does the proficiency scale help students, teachers, and parents?
Students are more likely to "hit" targets that are clearly defined for them. We are taking the secrecy out of grading when we are transparent about levels of proficiency. The conversation between teachers and students quickly shifts when using proficiency scales.
Old System:
Student: What do I need to do to get an A?
Teacher: You need to score a 95% on the next test.
New System:
Student: What do I need to do to get an A?
Teacher: You need to show me that you can make a claim and support it with accurate and relevant textual evidence.
**The focus is on the learning and growth in learning, not the accumulation of points.
What do we mean by "Body of Evidence"?
The SBG system is evidence-based. Our purpose in collecting a body of evidence is to:
Allow teachers to determine a defensible and credible standard score based on a representation of student learning over time.
Clearly communicate where a student's learning is to inform instructional decisions and push student growth.
Show student learning of Level 3 targets through multiple and varying points of data.
Provide opportunities for feedback between students, parents, and teachers.
What is included in the body of evidence?
Anything can serve as evidence, as long as it's aligned to the standard that is being measured. Evidence can be formal or informal assessments, projects, quizzes, papers, oral presentations, or even exit slips. Some teachers have documented evidence of learning through a conversation with a student. All these examples would be considered pieces of evidence that go into a (larger) body of evidence.
What is the role of homework?
We support homework as practice. Homework is not about perfection but about practicing what was learned in the classroom. Homework helps master the concepts worked on in class.
Why do we not include homework in the body of evidence?
What is termed "homework" (practice of new learning in the classroom) is not factored into the body of evidence as its role is for practice, not to demonstrate learning. Because it is considered practice, homework will not be part of the academic grade, but it will prepare students for graded tasks.
What role does Homework play in SBG?
Homework does have a place in a standards-based grading system but should be considered practice. It should also be closely aligned to grade-level standards. Failing to participate in practice opportunities will most likely have a negative impact on student performance. Because it is considered practice, homework will not be part of the academic grade, but it will prepare students for graded tasks.
Why do we not include homework in the body of evidence?
We only want to include evidence that we know was completed independently by the student. Homework is an opportunity to practice skills to help students get feedback.
How do we hold students accountable for doing homework if we don't grade it?
Students should be expected to complete homework if it is meaningful and applicable. It is appropriate for teachers to give consequences for not doing the work but the consequence will not be reflected in the academic grade - the grade is only a reflection of what students know and can do. The most appropriate consequence for not doing the work: DOING THE WORK. In our old system, deducting points rarely changed behavior. In the JH/HS we will be continuing to implement the ICU program in which students complete missing work as well as get supports, as needed, to learn the material.
Shouldn’t attendance, effort, and completion of homework be rewarded?
Yes, those things are important! However, they should not be calculated as part of an academic grade. These are behaviors, not learning targets. Students should be held accountable for these things and their progress is part of the reporting in the MLS behavior standards.
How do colleges feel about Evidence-Based Reporting (EBR)?
Colleges want grades to be an accurate reflection of student learning and understanding. Grades should correlate to a student’s performance on college entrance exams. Some colleges are accepting SBG while some others are beginning the conversation.
Is there a problem transferring SBG to college for acceptance?
No – students will still receive grades, GPA, and class rank.
How does SBG help students be prepared for college?
Identifying one's strengths and weaknesses as a learner, being self-motivated to meet course objectives, developing strong study habits, and mastering course standards are all aspects of this system that will help students in college.
If you have any questions or would like further information, please reach out to your child(ren)'s teacher(s) or one of the administrators at MLS!!