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Foundations of Standards Based Grading (SBG)
Foundations of Standards Based Grading (SBG)
from A Teacher's Guide to Standards-Based Learning
from A Teacher's Guide to Standards-Based Learning
Scales Focused on Priority Standards
Scales Focused on Priority Standards
Scales provide the basis for what is taught and learned in the classroom.
Scales provide the basis for what is taught and learned in the classroom.
“It (a scale) shows teachers and students what proficiency looks like, what knowledge and skills students need to achieve proficiency, and how students might go beyond proficiency.”
- A Teacher's Guide to Standards-Based Learning, p.8
Scales establish the "bar" of proficiency.
Focus on learning progression
Focus on learning progression
The goal of SBG is to change student motivation from getting a grade to acquiring more skills and knowledge.
The goal of SBG is to change student motivation from getting a grade to acquiring more skills and knowledge.
“Because students understand exactly what proficiency on the learning target will be, and what steps they will take on the journey to proficiency, they understand the relevance of much of the work they will undertake. Further, they will be well placed to identify and appreciate their own growth on the learning progression to proficiency.”
- A Teacher's Guide to Standards-Based Learning, p.38
Goal: Students look for opportunities to learn more, rather than earn a grade.
Student awareness of learning
Student awareness of learning
Student awareness comes through assessment, feedback, and goal setting based on the scales.
Student awareness comes through assessment, feedback, and goal setting based on the scales.
“...scales become the common language surrounding everything that happens in the classroom. This has the added advantage of connecting students and teachers with the learning that will occur across the unit, raising students’ ability to understand the relevance of each lesson, activity, assignment, and assessment in the unit.”
- A Teacher's Guide to Standards-Based Learning, p.10
Students and teachers use the scales to communicate progress.
Assessment
Assessment
Preassessments create an initial placement for each student on the scale. Students know where they currently sit and use the scale to find their next step toward proficiency.
"The most important pros of preassessments include gaining clear understanding of the starting point of each student and understanding the background knowledge and abilities of the class as a whole." - A Teacher's Guide to Standards-Based Learning, p. 36
Assessments during the unit may be obtrusive assessments like quizzes, projects, and assignments meant for formative or summative feedback. Other assessments can be unobtrusive, based on teacher observations of learning throughout learning activities. Students may also see the next steps in the learning progression and create their own assessment. Student-generated assessments allow students to take ownership over their next stage of learning.
"...standards-based learning should provide students with multiple and varied ways to show their knowledge and skill." - A Teacher's Guide to Standards-Based Learning, p.72
Regardless of the type of assessment, it is important for students to be aware of their current place along the scale and what they can do to continue learning. Thus, assessments must be closely aligned to the scales to provide for accurate evaluation and awareness of student progress toward proficiency.
Feedback
Feedback
"...standards-based grading focuses on the students' current level of success on each of the priority standards, and on helping students identify their next steps in the learning progression for each standard." - A Teacher's Guide to Standards-Based Learning, p.83
Feedback should be based on the scale. Comments should focus on helping students know where their current level of success is and what they can do to continue to grow. Some teachers will need to shift from giving feedback on every detail and focus on what will help students grow toward proficiency. Other teachers will have to be more intentional about giving feedback which promotes growth.
Goal Setting
Goal Setting
Goal setting is an essential activity to create student self awareness and growth on the proficiency scale.
Students set goals on where they would like to grow based on the scale. Students need time to track and reflect upon their progress.
“That means planning for the instructional time it will take to set goals, process feedback on the goals, discuss with students their progress on the goals, and celebrate success as students see gains toward their goals.” - A Teacher's Guide to Standards-Based Learning, p. 38
A Teacher's Guide to Standards-Based Learning is an official Marzano resource designed to help teacher's and schools understand many best practices related to standards-based learning and grading. The book is written by Tammy Heflebower, Jan K. Hoegh, Phillip B. Warrick, and Jeff Flygare. More information and printable resources can be found on the Marzano Resources website.
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