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Standards based grading vs standards based grade reporting? All grades are based on some standard or something is wrong. Does how we report information out to parents or students make any difference is what the student has learned?

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Many of the issues and concerns regarding the Standards Grading practices are current concerns: managing and respecting deadlines, preparing to do well the first time (instead of hoping for the best), issues regarding managing behaviors through grading, etc.  A fear is that these would be worse under the SG system.  So address those issues which are independent of any grading "system."

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Many of the issues and concerns regarding the Standards Grading practices are current concerns: managing and respecting deadlines, preparing to do well the first time (instead of hoping for the best), issues regarding managing behaviors through grading, etc.  A fear is that these would be worse under the SG system.  So address those issues which are independent of any grading "system."

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IF the transition to SB/RG is really 3-5 years out, then  the first step should be to clean-up current grading practices and procedures--valid practices and procedures should exist in ANY grading or progress-reporting system.

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IF the transition to SB/RG is really 3-5 years out, then  the first step should be to clean-up current grading practices and procedures--valid practices and procedures should exist in ANY grading or progress-reporting system.

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The district has been circling around this topic for at least 8 years...If you want this to happen (and some one must because they keep bringing it up), start to make it happen.  Currently, everyone is developing their own incarnation which may or may not reflect the desired principles.

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The district has been circling around this topic for at least 8 years...If you want this to happen (and some one must because they keep bringing it up), start to make it happen.  Currently, everyone is developing their own incarnation which may or may not reflect the desired principles.

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It is possible to improve the grade reporting and grading system without moving to a standards-based system: Record the letter grade instead of the raw score (say a 12 pt. scale), determine what should not be a part of the grade (issues surrounding late work, behavior, etc.), make certain that the emphasis is on what is learned/demonstrated instead of identifying points to be accumulated, not using grades/points as a motivator). 

# data[].attributes.subject
It is possible to improve the grade reporting and grading system without moving to a standards-based system: Record the letter grade instead of the raw score (say a 12 pt. scale), determine what should not be a part of the grade (issues surrounding late work, behavior, etc.), make certain that the emphasis is on what is learned/demonstrated instead of identifying points to be accumulated, not using grades/points as a motivator). 

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I think that moving to a SBM is inherently a good thing. As such, however, it will require a significant investment in resources to achieve--most importantly time. It is easy to be dismissive or frustrated regarding these types of initiatives when they are stacked on top of each other, one after another. Unit Design is a massive undertaking itself and we get about an hour 1-2/month for work. 

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I think that moving to a SBM is inherently a good thing. As such, however, it will require a significant investment in resources to achieve--most importantly time. It is easy to be dismissive or frustrated regarding these types of initiatives when they are stacked on top of each other, one after another. Unit Design is a massive undertaking itself and we get about an hour 1-2/month for work. 

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How is giving a student a 50% without even attempting an assignment not grade inflation? I understand how the mean is easily skewed by zeroes, but doing this makes it very easy for students to game the system and do very little to pass a course without demonstrating any knowledge.

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While many of these ideas are noble, changing to this mindset will unequivocally lead to more work for teachers. What comes off the plate to enable teachers to modify their assessment and instructional practices?

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Have we talked to our own HS teachers that use a "standards ref grading" system and have the reflect on the pros/cons.   I think we have a variety of types of "standards ref grading" going on here.

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Have we talked to our own HS teachers that use a "standards ref grading" system and have the reflect on the pros/cons.   I think we have a variety of types of "standards ref grading" going on here.

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I am interested in standard based grading and am wondering how close it is to IEP development and goal progress.

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Could we bring in a panel of current college students to weigh in on this statement: If I'd been able to retake tests and redo papers in high school I would be better prepared for college. 

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Could we bring in a panel of current college students to weigh in on this statement: If I'd been able to retake tests and redo papers in high school I would be better prepared for college. 

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Did the committee hear from skeptics of standards referenced grading or seek out authors who deal frankly with its drawbacks?

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Did the committee hear from skeptics of standards referenced grading or seek out authors who deal frankly with its drawbacks?

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What are the implications of valuing authors who express views that make teachers feel attacked? "We can model the message by carefully preparing our lessons instead of always teaching off the cuff" (Wormeli 110). What a great way to build credibility with educators--by insulting their practice. Will the committee repudiate his comment?

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What are the implications of valuing authors who express views that make teachers feel attacked? "We can model the message by carefully preparing our lessons instead of always teaching off the cuff" (Wormeli 110). What a great way to build credibility with educators--by insulting their practice. Will the committee repudiate his comment?

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Maybe not good practice to tell the audience what it is supposed to think before having them engage in the learning?

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Maybe not good practice to tell the audience what it is supposed to think before having them engage in the learning?

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Can we agree that standards referenced grading/mindset does not eliminate subjectivity in grading but, instead, simply moves it to standards based rubrics? It seems the argument put forward by the authors that this is somehow a way to reduce subjectivity (or a sense of subjectivity) is bogus.

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Can we agree that standards referenced grading/mindset does not eliminate subjectivity in grading but, instead, simply moves it to standards based rubrics? It seems the argument put forward by the authors that this is somehow a way to reduce subjectivity (or a sense of subjectivity) is bogus.

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It's clear that the district intends to move to standards referenced grading. Why not set a clear goal to give the staff a better idea when to expect the change?

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It's clear that the district intends to move to standards referenced grading. Why not set a clear goal to give the staff a better idea when to expect the change?

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A good return to our earlier discussions of standards based grading, now presented as standards based mindset.  At our table, we found that we are all using standards to evaluate what our students are learning.  We would love for the district to move forward to make is more universal.  More education, more sharing, and a better shared philosophy would be great.  Good leadership today. Thank you.

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A good return to our earlier discussions of standards based grading, now presented as standards based mindset.  At our table, we found that we are all using standards to evaluate what our students are learning.  We would love for the district to move forward to make is more universal.  More education, more sharing, and a better shared philosophy would be great.  Good leadership today. Thank you.

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Questions about reassessing.  Students need to learn how to "study/prepare" for summative tests.  Many parents that I get feedback from do NOT like the reassessment practices that are going on!

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Questions about reassessing.  Students need to learn how to "study/prepare" for summative tests.  Many parents that I get feedback from do NOT like the reassessment practices that are going on!

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How can we incorporate the behavior component into the grade and make it meaningful.

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what about long-term extremely difficult skills?

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what about long-term extremely difficult skills?

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I was reflecting about how to address this type of approach into AP World, and the skills the kids have to master are "in process" all year long. I'm curious about how one could assess only summative performance of skills in a situation like that? This is the type of activity that I utilize "effort grading" for, to give credit and feedback without penalizing them for not having mastered the skill yet.

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Can we bring back the behavior/character portion to our reports cards like elementary so we can separate this from our current grades

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I feel like we are closer to a standards based mindset but the fact we don't have a character grade anywhere is a stumbling block.

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Have we talked with Ankeny High School about their experience moving to standards based grading? Our kids are grade focused and often don’t care about feedback.

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How do we find the balance between "kids" and preparing them for "adulthood".  There are consequences for good things and bad things....preparing for "life" there are consequences.

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How do we find the balance between "kids" and preparing them for "adulthood".  There are consequences for good things and bad things....preparing for "life" there are consequences.