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If you get a chance to review the supplemental articles from this section, what ideas resonated the most with you? Thanks!

Rethinking Grading: https://drive.google.com/file/d/1cIOnPCVnnLia7rzZVWyFsq5Dj2vsvJfn/view

How Gradebook Reflection Can Improve Teacher Practice:
https://drive.google.com/file/d/1fpld8DiLcT4Yl6w8YWwc6nAbQmSLERwY/view

Seven Reasons for Standards Based Grading:
https://drive.google.com/file/d/1bp1HqGv9Z_BdbtnF8IaMV0TPysykktrS/view

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List the Anchor Standard and Grade-level performance standards you read.

Summarize and describe the learning expectations beginning at the early ages (PreK) through High School.

What observations did you notice?

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What are your experiences with Standards Based Grading? What works well, challenges, and or questions do you have?

Please comment on other colleagues' post too.

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We have been working off a standards model for 10 years, but in the past two years we have shifted to grading on a proficiency scale in Art Fundamentals.  Some of my colleagues are further along and have transitioned all their classes. We have aligned all assessments formative and summative across class, developed common standards, outcomes and language for our department in PLC.   I am excited to help transition 3D and AP over the course of this experience.  Our whole school is supposed to be grading via EBR by fall of 2022. Currently I allow remediation in all courses and have much success with this. Challenges that come up are with the artistic process.  I do a lot of in-process critique one of the first being a thumbnail critique and have all your sketches ready for the beginning critique is hit or miss when I can't give a hard deadline for that assignment.  I feel some is lost in that experience. Overall I like this system though and appreciate your guidance as I continue to transition.

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In Rethinking Grading I loved her grade interview philosophy.  I have done summative conferences before but never put the onus on the student to bring evidence to the meeting to sway their grade.  I will use this in the fall.

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Our district is interested in SBG but our school hasn't consistently done the work to fully implement it. Some departments use it more purposefully than others. We have had PD with Rick Wormelli and other presenters. Our art department has shifted our rubrics to be more SBG friendly with 4,3,2,1's. We could definitely benefit from aligning our descriptors with the standards better. We have weighted categories for our assessments overall.
I do appreciate the philosophy of SBG think the hardest part is shifting EVERYONE's mindset that the learning is important not the amount of work.

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I appreciated the 1st reason that grades should have meaning. I subconsciously feel this way about grades, but I'm not sure I ever put it into words. The other thing I struggle with is the misconception that you meet a standard and you're done. In reason #6 that shifted me a bit to thing it could show what quality looks like. You often achieve high quality in art making through practice and revision.

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Philosophically I am in alignment with SBG, just need to put it into practice in the online gradebook. Our school has decided that we need to have a numeric grade updated in the gradebook weekly. For my upper level classes this year I went to a low point values and focused on feedback more then these arbitrary 100 point assignments that for some reason became the norm over the years. My school has not really had much discussion about grading practices. The science dept. has implemented SBG in a few of their courses and will eventually be doing all of them.

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Some things that stood out to me in the supplemental articles;
1.Use of a 'grade interview'- I want to add this into my practice
2.The learning is the reward not the grade. I say something like this all the time in class and keep reminding students that I, the teacher, do not GIVE you a grade you earn a grade based on your learning.
3. Teachers should ask themselves, does the grade reflect organization and motivation more than it does their skill levels? I wish I could tell my colleagues this. One teacher marks their students late if they do not have their book with them. I brought this up to admin, no change has happened.

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Lower Elementary looks to distinguish why art would be selected for display, and then works into selecting art via theme, and how the space impacts the presentation.  By m-Elem/MS preservation comes into focus and then by 8th grade / early HS students are selecting works for display. By late HS students are creating theme based shows and justifying their choices.

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My department (and I beleive the entire school) is set up with a points system. Unfortunately, it is very random in the art department, depending on the lesson. Jon's comment that you run into a guessing game is very familiar to me. I'm looking forward to showing my department the benefits of Standards based grading and sharing Jon's slides with them. I'm glad to see a solution to the anxiety filled question, "how many points should this project be?"

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The beginning of this article is exactly what is happening at my school. So many points, and so many points for random tasks. The idea of switching to standard based grading is exciting and scary. I liked the solution the author of the article had for students that did not agree with the final grade. An interview process with evidence to persuade is an important life skill. I also appreciated the honesty in this article that it wasn't easy for the students to switch. I'm sure I will be met with resistance because they are accustomed to turning in work for the points. As tough as I think it will be to get everyone on board, it will be worth it.

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k-1 : This age group is focused on play and skill of self- directed engagement.
2-4: This age group is able to begin brainstorming and begin forming multiple ideas.
5 - 7 : This age group is able to collaborate and generate solutions to art making ideas.

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Finally,
8-12: This age group is able to collaborate using multiple approaches and materials. They can push their ideas through new problems to a point that affects social change.

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List the Anchor Standard and Grade-level performance standards you read.  Media Arts, Anchor Standard 1 ( Conceive)

Summarize and describe the learning expectations beginning at the early ages (PreK) through High School. This standard is about generating ideas. In the younger grades this is done through play and guided exploration, then students are introduced to brainstorming and sketching. Developing original and innovative ideas starts to happen in the middle grades. Around the end of middle school and in HS more intentional problem solving, generating ideas, and variety of methods are implemented.

What observations did you notice?
Many of the generative methods can be used at multiple grade levels; brainstorming, sketching, modeling, improvising. One doesn't simply build on the other. It is more like adding tools to the tool box.

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SBG....a self-made pilot program in my classroom!

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SBG....a self-made pilot program in my classroom!

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Many years ago I began experimenting with SBG and how it would change the learning in my classroom. I wanted to see if students would recognize their growth or need to improve in particular areas (ex- I need to work on my printing technique- which they would recognize after receiving feedback from me, peers, or self-reflection- instead of saying I don't get it!) Through many changes, here is where I am: Assignments/Assessments are matched with standards- Respond, Connect, Create, Present (Ex- Darkroom Print assign. in gradebook is entered as Create).

One struggle I continue to have is clarity for the parents and students. Along with waving a magic wand and hoping they value improving versus being satisfied with being at a 2!

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So powerful to open the gradebooks together and compare what is happening as an instructional team. Asking those difficult questions about what the grade means in terms of skills and really looking at the name of standards and assignments as they are listed. This connects to the ongoing struggle of clarity, I think! So, I appreciate working with other art educators to see how they handle this.

I title work by the Canvas module (Canvas is our LMS) it is posted in and the standard it is hitting- ex: 1.0 Create.

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Our district has not really broken away from traditional methods of grading. I have blended it into my practices a little over the years but with little emphasis or guidance place upon it, it has not been a main objective. I do however love what I have heard thus far and I am eager to learn move moving forward.

From what I have heard thus far I believe it will help positively alter the way assessments have taken place and give me a better understanding of what the students are learning and not just measure their ability to play school.

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I like that the author pointed out the concept or term of "Playing School." With the way things have been done in the past I have had or witnessed many students that knew very little about class content do very well in the grade book, but couldn't explain the most basic of concepts to the teacher.

Shifting to forms of standard based grading and assessment I believe will help to ensure that students grades reflect learning, not attendance, homework scores, and so on.

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Standards based or competency based grading has become a more frequent topic of discussion in my district.  This summer, one of our book club choices, Balance with Blended, highlighted the use of single skill rubrics, competency based grading and grade interviews.
I am excited to explore these new methods of assessment as I believe that the student/teacher relationship can only benefit from changes in grading/assessment.  The number of times I've heard a student say " X teacher doesn't like me" and when asked why they say that..."They gave me a C/D/F" is often the answer.  If we make direct connections between learning, growth and skills as well as facilitate meaningful conversations around the student's experience, process and product, our students will feel included and hopefully take greater ownership of their art making experience.

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My experience at this point is very limited. There has not been an emphasis on it in my district and until CFE I had not had any of it broken down for me by experienced individuals.

I think it will work exceptionally well for my style of teaching and how I would like the students to learn (meaning not based upon percentages).

I am thinking a challenge for me will be trying to ensure assessments will accurately help me gauge what the students have actually learn, but I may be wrong.

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As a parent, I promised I wouldn't use bribery or punishment to get the desired results....and yet here I am with a hidden "treat bin" and threats to take toys away.  The same was true of puppy classes.
The idea of reward and punishment seem to be ingrained in our ways of modifying behaviors and teaching new tricks.

Ultimately, I know that this means we have to find more ways to elicit the desired actions through relevant and engaging experiences in the classroom.  Having read Balance with Blended by Catlin Tucker, I'm hoping that the station rotation design will assist with this, but I know I need to do more to get student autonomy and voice in as many experiences as possible.

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Anchor Standard 2: Organize and develop artistic ideas and work.

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Anchor Standard 2: Organize and develop artistic ideas and work.

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In reading through the standards Pre-K through Advanced High School for  VA:Cr2.3.PK -  VA:Cr2.3.III, I am realizing that I've never taken a prolonged look at the standards through all the grade levels.  My initial instinct was that I wanted them to read like a coherent rubric, with common language from level to level, which they do not.  I also considered the gaps in the art experience for most students.  Most do not have art every year.
The standards do, however, all seem to relate back to the Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.

The  VA:Cr2.3.PK -  VA:Cr2.3.III, standards appear to begin with personal story and as they progress through grade levels, they increasingly involve more process and presentation related thinking as well as social commentary/social change.  This progression relies on the social emotional awarenesses we discussed in Module 1 as students move from Self Awareness to Social Awareness to Responsible Decision Making.

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What really resonated with me is making grading have meaning. Collecting student produced evidence and using evidence to produce a grade I think is a mindset shift and could have really powerful benefits if students adapted this mindset.

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I feel that I have a pretty proficient understanding of SBG and have been using the key factors of it in my classroom for several years. What I struggle the most with is implementing this kind of framework for grading when my school is still using a more traditional grading scale. I have also had administration require at least two grades a week in our grade book which I felt was inflating grades and not always demonstrating mastery of content.

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I felt like the last article really validated my current assessment practice and grading philosophy; however, I felt the changing the status quo part was what really hit home for me. We have been told that our district while likely never change to a formal SBG system because our community does not favor it despite it's clear benefits. I teach in a small school where change can be a challenge. I have been learning for years how to balance the conflicting ideas between my own assessment philosophy and the expectations of me as an employee of my district.

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My school (high school) started a transition to SBG a few years before I started. When I started (6/7 years ago), it was only required that freshman teachers use SBG. A few years ago, they switched from a 4-point SBG scale to a 10 point SBG scale while also switching all middle schools in our district to SBG. I currently used a blended traditional and SBG model. My biggest issue is I never really got any formal training (was "trained" by another art teacher who did not care or understand) so it is a lot of guess work. I'm excited to learn more and refine my assessment practices.

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We begin with self-play/explore and get familiar (Pre-K) before we add others into the mix in (1st-2nd grades) where we have more to offer and expand/elaborate (3rd) so we can brainstorm multiple approaches (4th) and continue to build and combine (5th-6th) ideas. Students take all of that knowledge to start applying methods (7th) before they begin actually documenting their process (8th) and now they are ready for high school where that is the expectation during the Investigation, Plan, Make part of our process.

What I notice is the obvious progression and also why students struggle to do this as they enter high school if they do not do this before getting here. So, we start where they are and go from there. Day 1- Open the cabinets and let them find something to play with, reflect on what they found, tell a partner about what they did and they can combine their "new" tools/ideas/media to make something together...I think I like this for an opening activity :)!

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I read the Connecting, Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

This standard is about understanding the complex relationships between art and society. It starts with establishing art as something people do, then begins to establish that art has a purpose and this purpose can vary. From there it asks students to start to analyze this purpose and consider how the purpose of art can change and grow and is something that we can consider in the artistic process. It finishes with considering the impacts art may play in society.

What I really appreciate and notice about this standard is how well it builds upon itself. I am thankful for the writers, because this kind of scaffolding is so complex, and it is just a useful guide in planning and writing curricula.

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There has been discussion about standards based grading at the elementary school, but not much at the JH & HS level. I would like to change to standards based grading because I like that it is evident to students to what they have accomplished.

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I like that SBG gives meaning to the learning taking place. I have given my students the opportunity to make corrections to their work and turn it in again for a better grade. Using SBG gives students the information that they need to be successful.

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This resonated in my head as the why I teach is to teach and inspire. It doesn't matter how many tries it takes for a student to reach proficient on a skill. The importance is that they do, and understand, articulate it, write or express it etc.