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Standards-based grading make it easier for students

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Standards-based grading make it easier for students

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Standards-bases grading is more work for the teacher

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Standards-bases grading is more work for the teacher

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There is only one way to implement standards-based grading

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There is only one way to implement standards-based grading

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Students will be unprepared for the real world

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Students will be unprepared for the real world

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Paraphrased: You can't hold a job if you don't follow instructions and meet the requirements.

I chose this because there is a theory that how you behave in school is how you will behave later on.

"School should not be an early adulthood." this made me think of the following quote because it shifts the focus back to a love of learning.

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"If standards-based grading, then teachers might not be implementing it correctly."
I chose this because this was an apprehension that I had to standards-based grading when I taught and one of the primary reason I never made that shift.

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"The successful implementation of any new practice is often only as effective as the routines, processes, and systems to designed to support those using it. Without a new routine, the new practice is doomed to fail."
This idea of a new practice without new routines was intriguing to me. It makes me think of attempts to fit the square peg into the round hole. If I adopt a new practice but layer it on top of a previous practice that was contradictory, then I will likely just get frustrated and abandon that new practice.

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"Every grading decision we make has consequences"

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"Every grading decision we make has consequences"

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I chose this quote because of it makes it clear the power that grades have on students and thereby the power that we have.

"Our goal is to accurately report student proficiency while maintaining student's confidence in their continued growth."

I chose this quote because it takes into consideration the reality that grades don't always reflect a student's true abilities and academic proficiency should not be the only measurement for student progress.

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"Rather than simply accumulating the requisite number of points or averaging out a passing grade, students must now reach a minimal level of proficiency on a maximum number of subject-specific standards". Chosen because I do believe standards should be utilized as an important guide (but not the end all only focus). 

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"Rather than simply accumulating the requisite number of points or averaging out a passing grade, students must now reach a minimal level of proficiency on a maximum number of subject-specific standards". Chosen because I do believe standards should be utilized as an important guide (but not the end all only focus). 

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"Being held accountable for irresponsible behavior does not have to equate to experiencing a punitive consequence."

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"Being held accountable for irresponsible behavior does not have to equate to experiencing a punitive consequence."

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I chose this quote because I see it as supports my own philosophy about grading. Grades should never be seen or used as a reward or punishment. Students can be held accountable for their academic progress and degree of mastery in other ways.

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"Not good enough has to be not good enough."

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"Not good enough has to be not good enough."

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I like this because it allows for "Not yet" as a way of communicating progress with students. It is not P/F but ... you are not yet there.

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"Most teachers would see a zero as a consequence, but the zero may actually allow the student to opt out of the assignment, especially if the net result of the zero is a grade that is still acceptable..."

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"Failure is still possible [because] while learning is continual, the school year ... is finite."

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"Failure is still possible [because] while learning is continual, the school year ... is finite."

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This is just a reality. Ideally, far fewer students will fail and this kind of practice will be more transparent for students and therefore more motivating.

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"Two teachers might agree that students need to be held accountable...yet, for each, accountability means something different."

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Give Myself Permission to Go Slow and Make Mistakes Along the Way

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Give Myself Permission to Go Slow and Make Mistakes Along the Way

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"Expecting immediate, sweeping shifts from one practice (such as non-zeros) is unrealistic."
I have, at times, become frustrated or quit on new practices because it didn't change things quickly enough. So, this is a good reminder to me.

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"Shifting to a standards based culture of grading is much more than implementing one practice in isolation; it requires a comprehensive approach." I chose this quote in part because of the term "culture." Grading is a wholistic experience for both teachers and students and is considered by some to be the guiding force of a classroom's environment, culture, and experience.

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"Its really is a question of how teachers want to distribute their time." 

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"Its really is a question of how teachers want to distribute their time." 

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How to include others in the process and create the set routine (students and peers)

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"There is no question that consistency among teachers teaching the same students or subjects is beneficial, but uniformity is unnecessary.

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"There is no question that consistency among teachers teaching the same students or subjects is beneficial, but uniformity is unnecessary.

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All teachers and all students are different. Requiring conformity to ensure consistency does not help students who may need to be assessed differently than their peers and may not work with all teachers. Proficiency of skills and knowledge are what are the most important thing to assess.

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"Pre-determined no-fail policies might seem to pass the confidence test, but they do not pass the accuracy test"

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"Pre-determined no-fail policies might seem to pass the confidence test, but they do not pass the accuracy test"

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This is something I have always thought was a weakness of the "lowest grade is a 50" school of thought.

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"Standards based grading accurately reflects a student's level of proficiency without interference from other sources"

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"Standards based grading accurately reflects a student's level of proficiency without interference from other sources"

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I chose this quote because it discusses how sometimes outside influences can influence the way students are graded but when focusing on standards based grading you are just focusing on the student's ability.

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"As long as grading practices don't undermine accuracy and confidence, teachers should autonomously choose practices that they believe work in the best interest of the students they're working with."

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"As long as grading practices don't undermine accuracy and confidence, teachers should autonomously choose practices that they believe work in the best interest of the students they're working with."

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Because each group of students is different, sometimes with different requirements for grading or assessment, teachers should ultimately decide what is best for that particular student rather than be forced or coerced into a grading system that does not work for them or their students.

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Grading practices shouldn't undermine accuracy but rather influence confidence.
Grading practices should work in the best interest of the student
Grades should accurately report students' proficiency and growth of learning objectives.

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"Real accountability means teachers deem no essential evidence or demonstrations optional and that students are responsible for all of the learning."

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"Real accountability means teachers deem no essential evidence or demonstrations optional and that students are responsible for all of the learning."

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"Accountability can be carried out through different avenues, so having a working definition of accountability is crucial."

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"Accountability can be carried out through different avenues, so having a working definition of accountability is crucial."

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This quote emphasizes the idea that teachers can agree that students need to be held "accountable," but it might mean something different to each of them.

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"...the sheer number of standards, along with the variety of proficiency levels students display at the next grade level, can challenge teachers" Chosen because this struggle is real and sometimes makes teachers feel like they don't really know how to ensure ALL students are progressing.

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"...the sheer number of standards, along with the variety of proficiency levels students display at the next grade level, can challenge teachers" Chosen because this struggle is real and sometimes makes teachers feel like they don't really know how to ensure ALL students are progressing.

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"The focus on learning shifts teachers from a task completion paradigm to a learning paradigm."

This gives teachers and students alternatives on how students can demonstrate their learning without being punitive. When we focus on the learning instead of just task completion, real accountability can occur.

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"Even when teachers do everything to prevent failure, some students will still fall short of expected performance goals."

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"Even when teachers do everything to prevent failure, some students will still fall short of expected performance goals."

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We are talking about revamping for more equity - not making sure all can pass. We are not about lowering the bar, we are trying to more accurately measure where we should place the bar.

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"Creating sustainable routines for teachers is important to ensure long-term success of a new grading paradigm."

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"Creating sustainable routines for teachers is important to ensure long-term success of a new grading paradigm."

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Take the time to work the process out without changing at the first sign of struggle or perceived failure of routine or shift.

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"What teachers see as consequences may not actually be such for students."

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"What teachers see as consequences may not actually be such for students."

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Instead, students might see F's or 0's as an allowance to opt out, and that is hardly accountability.

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So much of what educators call standards-based grading is the cumulative effect of local decisions that eventually became the norm. Don't always take the commonalities between schools as hard and fast rules for standards-based grading. Statements like, "You can't ever grade homework," or "The most recent evidence is always most accurate" sound correct and may represent how the vast majority implement standards-based grading, but they are not definitive rules to follow, there is some nuance to this process that we must explore.

Our goal is to accurately report student proficiency while maintaining students' confidence in their continued growth. Beyond that, the decisions about grading practices are more local than universal. The end result may be universal—accurate grades—but the practices to achieve accuracy vary according to context. news for teachers; especially those who resist grading because they believe that the goal is to standardize grading practices. There is no question that consistency among teachers teaching the same students or subject is beneficial, but uniformity is unnecessary.

Every grading decision we make has consequences. Decide to grade homework and there  will be a resulting consequence; decide not to grade homework and there will be a different resulting consequence. As teachers audit their grading practices to uncover those that support  the true north of accuracy and confidence, the important question to consider is whether  grading practice enhances or diminishes the ability to accurately report proficiency.  I identify the consequences of these decisions throughout the book as I explore specific practices and acceptable alternatives.

As long as grading practices don't undermine accuracy and confidence, teachers should autonomously choose the practices that they believe work in the best interest of the students they're working With. Anchoring grading decisions With accuracy and confidence insulates teachers from making grading choices that have the potential to undercut a student's self-efficacy.

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"Real accountability means teachers deem no essential evidence or demonstrations optional and that students are responsible for all of the learning."

I chose this quote because this is a philosophy that we would like to see more in our classrooms.

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Standards Based Grading
-sometimes what is most efficient for teachers is not always most effective for students.

Standard based grading is not more work it’s just a different routine. Creating sustainable routines for teachers is important to ensure long-term success of a new grading paradigm.

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"I would argue that the granular nature of standards based grading and the separation of important attributes could result in students being more prepared, as they would have a clearer picture of both their academic proficiency and their behavioral readiness."

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"I would argue that the granular nature of standards based grading and the separation of important attributes could result in students being more prepared, as they would have a clearer picture of both their academic proficiency and their behavioral readiness."

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I think this was important because the author is identifying how this myth is wrong but also that it's actually the opposite and that is accounts for both academic proficiency and behaviors.

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"Not good enough has truly become NOT GOOD ENOUGH."

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"Not good enough has truly become NOT GOOD ENOUGH."

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Students must master the standards to determine whether or not he/ she has learned the material. Mediocrity is not acceptable. Students may be passed onto the next grade socially, but they may not have mastered the minimum number of standards.

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#1: "Every grading decision we make has consequences. Decide to grade homework and there will be a resulting consequence; decide not to grade homework and there will be a different resulting consequence."

COMMENTARY: Too often, we speak and act as though path (A) has consequence while path (B) does not. We say, "I can't do that! XYZ will happen!" without acknowledging the effects resulting from what we're doing instead. All this means is that we have to EVALUATE consequences against each other and act accordingly instead of acting like there's only one "important consequence to consider."

#2: "Our goal is to accurately report student proficiency while maintaining students' confidence in their continued growth."

COMMENTARY: Basically the SOURCE of the grade needs to match the grade, and it ALSO needs to successfully INFORM the student. Those are the two goals.

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It's true standards-based grading can result in more students reaching proficiency but a collective movement to standards-based instruction has nothing to do with making School easier for students it's about more students reaching proficiency through authentic demonstrations of learning. 

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It's true standards-based grading can result in more students reaching proficiency but a collective movement to standards-based instruction has nothing to do with making School easier for students it's about more students reaching proficiency through authentic demonstrations of learning. 

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Standards-based grading also has nothing to do with dumbing-down or lowering standards at some point not good enough has truly become not good enough with the expectation that the learning is never finished. The only way students will learn that teachers expect high-quality performances from them is to hear not yet when they turn in assignments that need more time and attention 

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Standards-based grading also has nothing to do with dumbing-down or lowering standards at some point not good enough has truly become not good enough with the expectation that the learning is never finished. The only way students will learn that teachers expect high-quality performances from them is to hear not yet when they turn in assignments that need more time and attention 

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Students can continually revise their work show growth. I had a class that used this practice in college. It was so different than any class I had taken before. Every assignment was a C minimum until we met with the professor multiple time to revise.