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TLDR
Grading for 6th Grade math for the first semester was based on assessments (75%), classwork (15%) and class participation (10%). Standards-Based Grading (SBG) using Massachusetts Common Core State Standards was used for the second semester. Students and families can easily see their progress using individual Standards Progress Reports.
Wait - Standards Don't Measure Important Stuff
Wait - Standards Don't Measure Important Stuff
I don't agree with everything about Common Core, but I do agree with the standards for elementary and middle school math. Basic math skills learned in elementary and middle school are more than just a foundation for success in high school math. They are tools that we use every day in all areas of our lives.
I pair SBG with traditional letter grades to address the biggest complaint about SBG: that it makes it difficult for students and families to tell "how they did." In fact, SBG makes it easier to see if students mastered the skills expected for a particular grade level. With a traditional grading system, when a student moves to a new grade or school, letter grades tell new teachers the student displayed some mixture of academic achievement, attendance, class participation, and any number of other factors all stirred together to create periodic reporting.
With SBG, the teacher is able to quickly see specific skills in which the student has shown understanding (or mastery) and others with which they struggle. Families and students are able to see specific areas in which they need to improve for future success. They can work with teachers and have access to a wealth of tools for targeted learning and practice.
I want to give every student in my classes an A
I want to give every student in my classes an A
This is the year it could happen. How?
Transparency Love it or hate it, the adoption of Common Core has killed the mystery of black box grading. All assessment is tied to grade-level standards; We - me, students, families - finally have a way to identify specific areas needing improvement in time for you to do something about the situation. The extra practice I assign to some students after a quiz is targeted to strengthen specific skills.
Flexible assessment I encourage students to edit incorrect responses after nearly every assessment to improve on their score. I also encourage them to contact me with any questions during that process.
Teacher accessibility I recognize that traditional methods of interaction are restricted or not available at all. In response, I have sharply expanded my availability to students for questions and support. In addition to "traditional" office hours Tuesday and Thursday (in-person or virtual), I remind students frequently that they can email me at any time and I will reply as quickly as I can.
Are traditional letter grades
still relevant?
Are traditional letter grades
still relevant?
Yes and no. Officially, teaching to standards means A's and B's get swapped out for the far less glamorous "Meets Expectations" and occasional "Exceeds Expectations." The image on top appears to make correlating the two systems easy enough. But what about when the single standard shown is multiplied by ten - or two dozen?
Presenting the Standards Progress Report
Presenting the Standards Progress Report
I searched around and stumbled across a spreadsheet-based system that seemed to check all the boxes for what I needed to consolidate reams of student performance data and what students and families could use to review achievement at a skills-based level. Best of all, the SPR is a living document - students can see improvement areas and take action to improve their grades! Read more about the Standards Progress Report here.
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