Standards-Referenced Grading
Diocese of San Diego
K-8 Parent Handbook
2021-2022
Why did the Diocese of San Diego ImplementStandards-Referenced Grading?
The Diocese of San Diego is working to establish grading practices that are highly effective. Standards Referenced Grading (SRG) is a tried and tested method that has many benefits for students. To name a few, SRG provides meaningful feedback, allows students to document their progress, and gives students ownership of their learning. Each is explained below.
What is Standards-Referenced Grading?
Standards-referenced grading (SRG) is a system of grading where teachers provide feedback to students about their demonstrated level of understanding on a set of defined standards and levels of performance. The steps to SRG include:
As students begin a unit of study, the classroom teacher begins by sharing descriptions of learning progressions with the students. Learning progressions show what a student needs to know and be able to do by the end of the school year. (A sample progression is on the following pages.)
Students generally start by learning important vocabulary and skills.
Students then move up proficiency levels to the target level, which is considered “at grade level.” Here they are demonstrating knowledge of the diocesan standards. This usually involves higher level thinking skills.
Some students may go beyond the target level, which is considered to be more in-depth and often involves real world applications.
Meaningful Feedback: Feedback has been defined as “just-in-time, just-for-me information delivered when and where it can do the most good” (Brookhart, 2008). In other words, students know their learning goals and that the target is “at grade level” (a 3.0). By having clear learning targets, teachers can use the proficiency scale to discuss where a student is on the learning progression and give specific feedback as to how to improve. Feedback has a powerful impact on student learning; it is considered one of the top influences on student achievement (Fisher, Frey & Hattie, 2015).
Documents Progress: By receiving feedback based on a learning progression, students can track their own progress over time. The teacher and student have a clear picture of what the student has learned and where improvements can be made. When students track their own progress, student achievement increases significantly (Marzano, 2010).
Students Have Ownership of Their Learning: In SRG students have tremendous ownership over their learning. They are aware of what is required for success. They can propose ways to show the teacher what they know and can do related to the standards. Students should be able to answer and ask these questions for each lesson of the day:
What am I learning?
Why is it important to know and be able to do?
How will I know if I am successful or not?
Sample Learning Progression
Analyzing Claims, Evidence, and Reasoning (4 ELA)
4.0 E
The student will:
• Identify two opinions on a particular topic in a text and notice what reasons and evidence are provided for these opinions (for example, identify what opinion the Billionaire Resort’s general manager Stephanie Ravessoud disagrees with, list the reasons and evidence that support her opinion, and identify the opposing opinion in Ilya Gridneff’s “Kenya Tries to Balance Turtles and Tourism” at tweentribune.com).
3.5 M+
In addition to score 3.0 performance, partial success at score 4.0 content
3.0
M
The student will:
ACER1—Explain how reasons and evidence support an author’s opinion (for example, identify reasons and evidence in Ilya Gridneff’s “Kenya Tries to Balance Turtles and Tourism” at tweentribune.com that support the opinion that preserving turtles is good for Kenya’s tourism and for the environment).
2.5
P+
No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content
2.0
P
ACER1—The student will recognize or recall specific vocabulary (for example, detail, evidence, example, fact, opinion, personal experience, quote, reason, statement) and perform basic processes such as:
• Describe how an opinion is different than a fact.
• Identify whether a statement is a fact or an opinion.
• Explain why it is important to support opinions with reasons and evidence.
• Identify types of evidence a text can use (such as examples, personal experiences, quotes, facts).
• Annotate details that relate to an opinion in a text.
• Annotate words or phrases that can accompany a reason or piece of evidence (such as because, for example, proof).
• Identify different types of evidence in a text (such as a fact, an example, a quote).
1.5 IP+
Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content
1.0 IP
With help, partial success at score 2.0 content and score 3.0 content
0.5 IP-
With help, partial success at score 2.0 content but not at score 3.0 content
0.0
NP
Even with help, no success
What do the Numbers Represent on a Learning Progression?
The numbers on the learning progression represent a learning continuum and are not points that are averaged. Level 2 provides important vocabulary and skills. Next on the progression is the target, Level 3. Level 3 is the grade level standards and requires knowledge of additional skills and concepts. Level 4 is considered more in-depth and requires higher level thinking skills than the previous levels.
The learning progression scores represent the following:
4.0 Exceeds the Standard (E)
The student demonstrates an understanding of more complex content and thinking (not new content), including deeper conceptual understandings and applications.
3.5 (M+)
In addition to the level 3.0 content, the student demonstrates some understanding of more complex content and thinking.
3.0 Mastery of Grade-Level Standard (M)
The goal. The student demonstrates grade level proficiency on the standard or learning target and shows understanding of the content, details, vocabulary, procedures, processes, and skills.
2.5 (P+)
In addition to the level 2.0 content, the student demonstrates partial knowledge of the 3.0 content.
2.0 Progressing Toward Grade-Level Standard (P)
The student understands the simpler content, details, vocabulary, processes, and skills, including foundational material.
1.5 (IP+)
In addition to the level 1.0 content, the student demonstrates partial knowledge of the 2.0 content.
1.0 Initial Progress Toward Grade-Level Standard (IP)
With help, the student partially understands some of the simpler and more complex content, details, vocabulary, concepts, processes, procedures, and skills.
0.5 (IP-)
With help a partial understanding of the 2.0 content, but not the 3.0 content.
0.0 Even with help, no success (NP)
No understanding or skill demonstrated.
How will my student’s scores be determined?
A student’s scores consist of ongoing assignments, assessments, and projects that serve as evidence of what a student knows and can do. In addition, informal evidence such as teacher observations, classroom discussions, and student generated projects provide evidence of student learning.
What type of progress could I expect to see each time I receive a report card?
Some grades are based on “year-end performance” standards such as reading on grade-level. Thus, for many students a 3.0 (mastery) level may not be reached until toward or at the end of the school year.
There may be few proficient grades on “year-end” performance standards until toward or at the end of the school year. Some standards are content-based and mastery may be expected in the first or second trimester, rather than the final trimester.
The following is an example of a standard that measures content knowledge and mastery could be expected earlier in the school year, depending on when content was introduced.
Fifth Grade CA History-Social Science Standard
HSS 5.1 - Students trace the routes of early explorers and describe the early explorations of the Americas.
Below is an example of a standard where mastery would not be expected until the final trimester as it is a skill that is being addressed throughout the year.
Fifth Grade CA ELA CCSS
5.RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words.
What can my student do to raise his/her score within SRG?
The goal is for all students to attain mastery (M) on all of the proficiency levels. The teacher will continue to work with the student to help him/her attain mastery. In addition, the student should meet with the teacher to determine which assignments, assessments, or projects could be revised. The student will need to share a plan with the teacher on how he/she plans to learn the material and arrange a time for reassessment.
Are non-academic factors, such as participating in class, behavior, attitude, and work ethic part of the overall score?
The Diocese of San Diego believes strongly in valuing work ethic and therefore separates work ethic from the academic score. Academic grades/scores should contain information about academic achievement separate from behavior, habits of work, attendance, timeliness, and attitude. These grades are included under “Successful Learner Traits.”
Taken from https://docs.google.com/document/d/18cQ81PlQ9awWS1b_nmn7mUcTjhFx5yG-yvYahFwx7tg/edit#
