# data[].attributes.body
This video provides some highlights of explaining standard based grading to parents who might not understand the shift from traditional grading to standards based grading.
https://www.youtube.com/watch?v=GUdILvlXiYI

This video is a short overview of standard based grading and provides some ideas of how to organize categories in gradebook to make it easily accessible for yourself, parents, and students.
https://www.youtube.com/watch?v=TJBGQ7_LSVA&app=desktop

This video discusses the positive and negative sides of standard based grading. It highlights the benefits students and teachers gain from SBG. It covers "what students learn, how students learn it...[and] how we report it." This is a discussion of the traditional grading and SBG/the transition between the two. "This alters the rules of the game that all students currently play, and shifts the ultimate goal of the game from 'how do I get and A' to 'what content do I need to work on?' In this way, grades can now communitcate how well students have mastered the content, rather than simply effort or participation."
https://www.youtube.com/watch?v=rt_rkouQeeQ

# data[].attributes.body
Below you will find a YouTube video that gives good background information on the effectiveness of standard based grading and how it is used in PowerSchool. PowerSchool is an online teacher grading tool that is currently being used at my district. Standard based grading gives educators the ability to more accurately measure and depict student learning to both the student and their parents. A traditional grade book usually shows the assignment and grade that a student receives and a SBG layout specifically shows the standard(s) being targeted. This short video will give you some insight on how it's like to use this grading approach within PowerSchool.

https://m.youtube.com/watch?v=u1CMWHqtQW8&spfreload=10

# data[].attributes.body
2.  https://www.youtube.com/watch?v=G587eEZjRJA

3.  This video is an in detail explanation of Standards Based Grading from the perspective of a Physics teacher.  The teacher analyses the traditional letter and percentage grading system following the 1st Guide Line for Grading and translates the shift into levels as explained in this guideline. "Tests are scored with points, and then they are converted to levels. A score of 4 indicates excellent, 3 is proficient, 2 is approaching or partially proficient, and 1 is well bellow proficient. Performance Assessments (PA) are scored using rubrics and recorded as level scores." (O'Connor, 2007) The teacher also assimilates and applies his own "recipe". I found this video useful to present other colleagues and for me to better understand this guideline.

# data[].attributes.attachment_link.description
A look at what SBG is, and how I implement it.

# data[].attributes.body
2.  https://www.jumpro.pe/gradebook

3. The software program I have attached is Jumpope. This is an online gradebook program designed for Standards-Based Grading. It contains a student and family portal so that students and parents can view progress in standards, assignments, and missing work. It also allows the option of reporting traditional course grades alongside standards based scores to help parents, students, teachers, and administrators to more easily transition to the SBG format.

# data[].attributes.body
1. Michele Lintner

2. https://www.youtube.com/watch?v=BkhNFEcsRLE

3. I am posting a YouTube video that discusses the students’ point of view of standard-based grading (SBG) along with what it is and the benefits of SBG. It also mentions an app that can be used called PowerSchool. This app lets parents track performance of students. My district does not use SBG and I thought that this video would benefit my colleagues because it explains how students can benefit from SBG. I really thought it was good that students can decide on their own when they feel they are ready to take an assessment based on if they felt they had mastered the standard. I also liked that it let students that mastered the standard work on challenges. It fits into the mindset of giving students what they need. I like that students are discussing the learning process and know where they are in the learning process. I think that the video addresses Guideline 1, 2, and 8. Guideline 1 is covered in the video because the students are graded on where they are in the mastery of the intended learning goal. Students know the target and work toward mastery of the standard. When students feel they are ready, they are assessed. The video then showed how grades are reported showing where students are in the learning process, not just a letter grade with a subject. Guideline 2 is also covered in the video because it discussed how students are given levels of where they are in mastering the standard. Guideline 8, which I feel is very important is the main focus of the video. Students are involved in the learning and assessment process throughout the learning process. I loved how students decided when they “got it” and were ready to show what they knew. I also liked how they are able to be challenged because they show mastery of the learning target. This is an important part of what I do. Working with gifted students, I feel this is imperative to keep them motivated and excelling in learning. The app also helped to deal with making sure parents and students understood where each student was in the learning process.

My district is in the process of adopting SBG and this video made me excited about the process when I have actually been dreading the new adoption.

# data[].attributes.body
https://www.marzanoresearch.com/resources/tips/fasbg_tips_archive

This resource is designed to give helpful information regarding new research in formative and summative assessments. The resource addresses how to assess students with the goal of better achievement. The big focus is on assessments being meaningful and building on the next, formative assessments are the building block for the summative. Creating meaningful assessments through performance standards with clear policies and procedures is essential in assuring formative assessments build to the summative assessments.

# data[].attributes.attachment_link.title
Marzano Research | Formative Assessment & Standards-Based Grading, Tips

# data[].attributes.attachment_link.description
Oral reports, a classic formative assessment, can be likened to written essays that students must develop multiple drafts of before arriving at a final product, though with the added step of delivering their final product orally. In the same way that written essays can be scored using a proficiency scale, formal oral reports can also be scored using a proficiency scale.

# data[].attributes.body
I apologize for posting twice. Evidently the video did not transfer on my first post and I was unable to edit it.

This YouTube video focuses on O’Connor’s first guideline to relate grading procedure to intended learning goals. The video argues that using Standards Based Grading, “when recording scores, the concern is not for the cumulative grade on a test but rather the level of mastery a student has achieved on each concept on that test.” In addition to learning goals as the foundations for planning, the video discusses the importance of appropriate assessments and feedback to guide student learning.
https://www.youtube.com/watch?v=5OIY-fdTAiY

# data[].attributes.attachment_link.title
An Introduction to Standards-Based Grading

# data[].attributes.body
This article is a great tool that outlines the top four recommendations for integrating standards-based grading. With these recommendations, it allows for teachers to have something concrete to use as a guideline or to apply within the grading itself. Not only does this article identify specific ways effectively use standards-based grading but it provides examples of how to do so as well. This article also advocates for not “crunching” the numbers and simply advocates for the benefits students will reap from such standards based grading philosophies. I feel that many will benefit from this article as it provides teachers strategies for implementation.

Link to article: https://www.ocps.net/lc/southwest/mso/parents/Documents/Grades%20That%20Show%20What%20Students%20Know.pdf

# data[].attributes.body
http://sbgpodcast.blogspot.com/2015/01/episode-1-introduction.html

The above link is to a set of podcasts on standards-based grading practices. They offer real life examples and explain the steps how to start using standard-based grades. They are easy to listen to and fit nicely into a teacher's busy schedule. They also offer many suggestions for further reading.

# data[].attributes.body
http://blogs.ams.org/matheducation/2015/11/20/a-beginners-guide-to-standards-based-grading/#sthash.BsY2KNyd.dpbs
This link is a "guide" to stand-based grading. The example is used with a calculus class. She creates six big questions based on what she believed to be the meat of the class. This reminds me of O'Connor's "power-standards" in the reading from this week. She did not change what she gave her students as assessments but instead, changed the way she graded the assessments. I think it would be important to tie in a rubric, such as O'Connor's criterion on page 133 using Levels 1-4. This teacher uses a similar scale to grade the questions based on the concept being assessed. I think this is a very different way of assessing that I am used to but was very intriguing for me as I continued to read the article. If a standard was an ongoing assessed standard, she has steps to help identify a grade. In addition, she has helpful questions at the end of her article to assist you in getting started with standard-based grading, that I found pretty helpful. I thought this was a pretty interesting and helpful article.

# data[].attributes.body
The resource that I found is a free platform/app called Kiddom, that links up with many of the grading programs and internet based tools teachers use to help track students assignments, standard based assessments, and involvement and then provides a report explaining where students are, what they need work on, and how to best meet the needs of the students.  The app is a tool to allow teachers to focus more time on helping and engaging students and less time on figuring out the data because it does it for you.  There are many options and formats of assessments you can link to this app and the platform also has a wide variety of standard based lessons and assignments that can be found.

This SBG tool aligns with many of the guidelines that O’Connor described but really lends itself to guidline 2: Use criterion-referenced performance standards as reference points to determine grades and guidline 5: Keep records that can be updated easily.  Teachers will be able to use this tool to help create, collect, organize and plan for future instruction using standard based grading.  Here is an article that also explains KIddom.

https://www.cultofpedagogy.com/kiddom-standards-based-grading/

# data[].attributes.attachment_link.description
Kiddom's K-12 operating system enables schools and districts to collaborate and individualize instruction.

# data[].attributes.body
Module 7 LA 5 Assignment

Reference:http://zawlocki.weebly.com/uploads/9/8/0/8/9808351/april_15th_ppt.pdf

This is an article by April and Matt Zawlocki about standard based grading.  They have cited and used O'Connor 2007 and definitely believe in his beliefs and have added examples for those needing help.  They explained O'Connors beliefs and it was very helpful.  The working definition of standard-grading is: continuous monitoring of student of progress towards mastery of standards and skills.

They agreed with O'Connor as do I that the grades students get should be consistent, accurate, meaningful, support current and future learning.  Grades should reflects school content standards and learning outcomes.

Specifically, standard-based assessment should included the following.
1. Formative: In order to inform my instruction
2. Summative: Show students progress
3. Rubrics: Assess skills and standards
4. Have a scale 1,2,3,4 of understanding
5.  Group work should not be graded or at least not formally
6. Work assessed should be recent
7. Work assessed  should be discussed with students.
8. Assessed work should be related to standards as I have stated before this statement.

April and Matt provide rubric instructions, ideas for creating assessments, learning scale ideas, and thought on zeros in a grade book. I happen to believe with the opinion of zeros allowing students to be let off the hook!

# data[].attributes.body
John Musick

Module 7 assignment

https://www.youtube.com/watch?v=bn_sCLoQNVs

This is a wonderful summation and convincing argument for Standards based grading.  It doesn’t mention O’connor, but mentions Marzano and Wormeli and their work on the subject.  This video is very practical because it is a practicing classroom teacher telling his experience.  He gives good concrete examples that most of us could adapt for our classrooms.  He talks about the 4 point scale and talks about how his new system has helped students grow.

The talk centers around these three guidelines.

*1. Relate grading procedures to the intended learning goals, i.e., standards, expectations, outcomes, etc.

*5. “Grade in pencil” - keep records so they can be updated easily.

*8. Discuss and involve students in assessment, including grading throughout the teaching/learning process.

# data[].attributes.body
https://whenmathhappens.com/standards-based-grading/
This blog is by an educator who has been using standards based grading for a few years. His philosophy aligns directly with O'Connor's views from this week's article. He offers many resources for educators and describes, in detail, his reasoning for using the system he implemented in his classroom. He allows students to retake assessments and does not include zeros in the grade book- all things that O'Connor recognizes in his guidelines. The layout of the blog and his simplistic descriptions make things very easy to follow. He also provides MULTIPLE resources to utilize as well!

https://www.teacherspayteachers.com/Product/5th-Grade-Common-Core-Grade-Book-Freebie-1369851
This is a free printable grade book made specifically for SBG that would allow a good snapshot for educators.

https://www.youtube.com/watch?v=IG8ux0q_nX0
This video is a simple description of the shift from traditional grading to standards based grading.

# data[].attributes.body
Meghan Vertin.
The resource that I found is a great article on tips new users can use when implementing standards based grading. Switching to a new program or way of grading or anything else in a classroom can be a bit overwhelming. This article really broke it down and made it seem more user friendly. I was really intrigued when reading about O'Connor's point system especially when using a system like this for my groups that I use in my CRA math. I felt that this was something that I needed to look more into and try to implement in my own classroom asap. By reading this artcile, I feel more confident and know the steps I now need to start taking in order to make this happen in my room.
Another great resource that I found is this wonderful standards-based grading rubric. This will help the students understand why they got the score they did and what they need to focus more on.
I think that my colleagues would benefit from this site because it was very informative and gave steps to take in order to start using a standards-based number system to do grades. It makes it seem so simple and something that can be accomplished with ease.

# data[].attributes.attachment_link.readable_text
| | Filed Under: Uncategorized

The first time I taught at a school that used standards based grading, I was a little worried... okay a lot worried. I was so used to giving percentage grades and I worried this would be more difficult and time consuming.

However, I quickly realized that that was not the case. In fact, standards based grading has made my job easier. Before standards based grading, I had to keep separate data on how students were doing on individual standards. Now, it is all kept in my grade book (which is FREE and will be linked later in this post). Because this type of grading has become more prevalent, I want to share with you 5 practical tips to help you with standards based grading.

One of the quickest ways to ease students and parents (and teachers) into standards based grading is to assign percentages that are normally given to levels. In order to keep this consistent, meet with your grade level or grade chairs and create this together. This will keep it consistent among the grade level (and school, if possible).

Here is an example:
This assessment comes from my 5th grade math assessment pack which you can find here. I also have 4th grade which can you see here.
This way you can grade assignments with percentages and then quickly assign a level to them. This makes grading much easier and also helps transition parents and students. I usually write both the percentage and the corresponding level right on the assessment. Here is an example from on my common core aligned math assessments.

This tip would may be difficult if you teach in a district that uses a level 4 or exceeds expectations. My district only goes up to a level 3, so I have had no problems converting percentages to levels. However, you may want to keep that in mind if your district uses a level 4, which would be above a 100% on a percentage scale.
What is the theme of the story? Provide evidence that supports your answer.
I do this a lot when grading reading constructed responses. I will read the question and then based on the requirements of the question, write down what each level will look like. This does take time at first, but by mid-year doing this, I was super quick at it. Here is an example of how I did this with a theme question.

Level 1: Does not provide a theme and instead talks only about the plot.

Level 2: Provides an acceptable theme but does not provide evidence.

Level 3: Provides an acceptable theme and one piece of supporting evidence.

Level 4: Provides an acceptable theme and two or more pieces of supporting evidence.

When I am ready to grade, I keep my paper of what each level should look like right beside me. This little tip may sound simple but it makes grading those tricky questions less subjective and a lot easier on the teacher!

One thing that has changed over the years is the move to more complex math tasks. You can read more about how I teach my students multi-part math problems and tasks by clicking here. These can be tricky to grade but rubrics make them so much easier. Rubrics also work great with reading questions as well. Rubrics lend themselves perfectly to standards based grading. If you have the time to create your own, you can tailor them to your specific levels. Or you can easily adapt a rubric to meet the levels. Here is an example of how I did that with my 5th Grade Math Tasks with Rubrics (You can find them here. 4th grade can be found here).

I simply took the four levels that the rubric provided at the bottom and assigned them to my levels. Now, if a student gets 4 points on the rubric, I can quickly assign him or her a Level 2 in my gradebook. Speaking of gradebooks...

The first thing I did when I discovered I would be using a standards based grading system a few years ago was rethink how I would record my grades. It took quite a bit of time and a bit of trail and error, but I finally created a gradebook that works for me. As you can see from the image below, each standard has four places in the grading book to record levels. In the space under the standard, I quickly jot down a note to let me know which assignment this grade was taken from. There is also a spot for the date.

When I go to enter my grades (levels) in for our report cards, all I need is my gradebook. It makes it super simple! I am also able use my gradebook to plan my reteaching groups. I can quickly scan the page and see which of my students need more work on a specific standard. When I have interventionists in my room, they can use my gradebook to see exactly which standards the students they work with need more help with. Click here to read more about this gradebook and download it for free!

And my final tip for you today is to use assessments and tasks that are clearly standards based. If you are using a mixed review assessment, take a moment to assign specific standards to the questions before grading. When I give assessments like the one shown below, I am confident that I am assessing the particular standard I need and I can use this assessment to easily determine which level the student is performing on for my gradebook. Click here to see these specific math assessments in my store.

With all new things, I was a bit on the fence about this form of grading in the beginning. However, I love it and really think this is the best thing for a teacher. Before using this type of grading, my gradebook offered no insight into how a student was doing with specific skills or standards (unless I clearly labeled each assignment with the skill - which I didn't always do). I would often have to keep separate data on how the students were performing on specific skills. Now, my gradebook clearly shows me how a student is performing overall and with specific skills. Also, standards based grading has changed the way I view students in regards to their strengths and weaknesses in a subject. I no longer make blanket statements such as ABC struggles with math. Now, I can clearly communicate to parents or admin that ABC struggles with fraction concepts but excels at algebraic thinking. This type of grading has really given me more of an insight into how my students do overall and with specific skills (which just about the same amount of work as letter and number grading was) and I love that!

Do you use standards based grading? What tips do you have to share with us? I am always looking for new strategies to streamline my process. Let me know in the comments!

# data[].attributes.attachment_link.title
Tips for Standards Based Grading - Teaching with Jennifer Findley

# data[].attributes.attachment_link.description
Filed Under: Uncategorized The first time I taught at a school that used standards based grading, I was a little worried... okay a lot worried. I was so used to giving percentage grades and I worried this would be more difficult and time consuming. However, I quickly realized that that was not the case.

# data[].attributes.body
This youtube video focuses on O’Connor’s first guideline to relate grading procedure to intended learning goals. The video argues that using Standards Based Grading, “when recording scores, the concern is not for the cumulative grade on a test but rather the level of mastery a student has achieved on each concept on that test.” In addition to learning goals as the foundations for planning, the video discusses the importance of appropriate assessments and feedback to guide student learning.

# data[].attributes.attachment_link.title
An Introduction to Standards-Based Grading

# data[].attributes.headline
MichaelGasso   http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx                                                                                                 The resource I chose is an article out of Educational Leadership titled, “Seven Reasons for Standards-Based Grading.”  Both O’Connor and Scriffiny mention that quality assignments and assessments should be factored into the students’ end grades.  Most of the other reasons for changing to a standards-based grading system differ in verbage, but the underlying tone from both authors is that standards-based grading is more practical, more relevant, and ultimately a part of higher-quality teaching.  Scriffiny notes that, “The standards-based grade book gives a wealth of information to help the teacher adjust instruction” (p. 72).  The author also mentions specific examples of how grades do not always equate to the amount of learning a student has done.  For example, Scriffiny (2008) mentions that she had students who had clearly learned a lot ended up receiving low grades because of missing work (assignments) and conversely, students who learned very little but “were good at playing school,” (p. 71) – i.e. turning in their homework, ended up receiving decent grades.  Overall, this is an article that has practical advice that can be taken and implemented by any teacher looking to revamp their idea of grading.

# data[].attributes.subject
MichaelGasso   http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx                                                                                                 The resource I chose is an article out of Educational Leadership titled, “Seven Reasons for Standards-Based Grading.”  Both O’Connor and Scriffiny mention that quality assignments and assessments should be factored into the students’ end grades.  Most of the other reasons for changing to a standards-based grading system differ in verbage, but the underlying tone from both authors is that standards-based grading is more practical, more relevant, and ultimately a part of higher-quality teaching.  Scriffiny notes that, “The standards-based grade book gives a wealth of information to help the teacher adjust instruction” (p. 72).  The author also mentions specific examples of how grades do not always equate to the amount of learning a student has done.  For example, Scriffiny (2008) mentions that she had students who had clearly learned a lot ended up receiving low grades because of missing work (assignments) and conversely, students who learned very little but “were good at playing school,” (p. 71) – i.e. turning in their homework, ended up receiving decent grades.  Overall, this is an article that has practical advice that can be taken and implemented by any teacher looking to revamp their idea of grading.

# data[].attributes.body
https://educationcloset.com/2015/01/27/how-to-use-standards-based-grading-in-the-arts/

This site is a video on how to use standards-based grading in the art room. I currently use standards based grading for grades 1-2. Grades 3-4 are still regular grading. In this video a woman named Susan Riley talks about standards-based grading, the implications of this approach in the classroom, sample topic outlines, how to connect this approach to student growth goals, and ways to use standards based grading to empower your students

# data[].attributes.body
https://www.youtube.com/watch?v=h-QF9Q4gxVM
This video created by Rick Wormelli the author of Fair Isn't Always Equal looks specifically at the concept of the 0 to 100 grading scale. The author provides a
wonderful explanation of the scale as well as powerful persuasive argument against using this scale. Our current grading scale is 60% "F" . The idea that your failure can have so many levels is absurd. The damage this kind of scale can do to a child's grade and psyche is immeasurable. This video should be shown to all teachers using this type of antiquated scale so that they can reflect on this practice and consider more equitable options.

# data[].attributes.body
https://fnoschese.wordpress.com/category/standards-based-grading-2/

The link that I have provided gives some good insight into standards based grading. It gives some additional links to different areas of standard based grading that teachers find difficult. For example, once you click on the link, you can further explore different attributes of standards based grading such as, growth tracking, how to use quizzes and what to do with homework. What I like best about this site, is that each aspect of SBG is explained in detail. There are examples of rubrics and checklists that can be used as templates for teachers as well as anecdotal notes from previous educators about why they choose to change they way they graded student work.

# data[].attributes.body
http://lindblomeagles.org/apps/pages/index.jsp?uREC_ID=281830&type=d&termREC_ID=&pREC_ID=609997

I provided a link to a selective enrollment high school in Chicago, Lindblom Math and Science Academy, and its "proficiency-based learning" policy. I liked this resource because I was fortunate enough to hear both the principal and a group of teachers talk about their policy, which they started two year ago, and how it has worked at their school. The link provides a basic explanation for the policy as well as rubrics and other resources related to the policy. I thought this resource would be useful to everybody because it is an real standards-based policy that is actually being implemented at a school in the area. All of the people I met at Lindblom were incredibly helpful and excited to share their thoughts and experiences using this type of grading at their school.

# data[].attributes.body
http://www.alfiekohn.org/article/case-grades/

Above I have linked a website to Alfie Kohn an educator and author who has written over 14 books.  He is an outspoken critic of America's grading systems reliance on test scores.  On this website, there is a collection of articles written about a variety of topics that includes standard based grading.  I find this article interesting because he not only talks about the importance of standards based grading but also of the importance of doing it right.

O'Connor states that "It's therefore crucial that all schools and districts have public, published policies and procedures that all teachers are expected to follow and for which they can be held accountable if students, parents, or administrators identify concerns with their grading practices".  Alfie Kohn breaks down how to effectively implement a new standards grading policy for both students, teachers, administrators, and even parents.

Browse the website and look at the pros and cons about our current grading systems and how they can be improved. I have found him to have a very fair and considers all dimensions of educational reform today.

# data[].attributes.body
https://whenmathhappens.com/standards-based-grading/

This is a blog, written by an educator named Dane Ehlert.  He provides a great summary of what standards-based grading should be and he also provides specific examples of resources he uses to use accurate grades.  He began implementing this system within his classroom a few years ago, and has continued to improve the process along the way.  The way he explains and presents ideas, and his use of real examples from his class, gives a sincere understanding to what this topic is truly all about.  He covers all of the important categories that O’Connor presents in his grading strategies.  He shows the grading scale he uses within his course, which stops at a minimum score of 5 out of 10, rather than zero.  He also explains that he allows retakes as often as students want, and that he does not put grades on anything that he passes back.  I also love that his focus seems to be on using assessments to foster and further the learning of his students.  This is directly aligned with what O’Connor presented about consistently supporting student learning.  Overall, the use of actual examples and the teacher-friendly language makes this a fantastic resource for implementing standards-based grading.  He also includes additional links within his website to help teachers view even more supports of transitioning to the standards-based grading system.

# data[].attributes.body
Below are three hyperlinks of two videos and one Prezi that supports O'Connors eight guidelines for standards-based grading.

TEDx - Standards Based Grading – Guideline: Base grades on, and provide grades for, the intended learning goals.  Description: This is a short Tedx video that briefly describes the benefits of standard based grading and how it helps students understand their learning process.  In this video, it states that as a teacher, it is important that all labs, activities, and lessons are connected to learning targets (Messerman, 2012).  The learning targets should be in student friendly language.  It also discusses formative assessments and states that they are to help students identify what they need to be able to do to succeed and meet the learning targets (Messerman, 2012).  The video also addresses flexible formative grades, which states that teachers can update/upgrade grades once students have proved that they can meet the learning targets (Messerman, 2012).  Having students involved in the writing process of developing rubrics helps students to understand what it takes to meet the highest level of understanding on the targets.  Using multiple methods of assessment and learning strategies is important to have students show what they know and understand.  Teachers should be able to assess students at all levels to determine what they know and where they need to go to reach the highest level (Messerman, 2012).  This video is a good reminder of the importance of using learning targets in the classroom and how students can be involved in their learning process.

Prezi - Standard Based Grading vs. Traditional Grading – Guideline: All eight guidelines Description: This is a very detailed Prezi that defines, describes, and gives examples of standards based grading vs. traditional grading.  I thought this was an excellent Prezi for teacher, students, and parents who may not know much about standard based grading.  This is also a good resource for people to determine their viewpoints on these two grading systems.  I am fairly new to understanding standard based grading and I thought this Prezi did an excellent job describing this examples, differences, benefits, and drawbacks for each grading system.  The language in the Prezi is clear and easy to understand for teachers, parents, and students.  I hope you enjoy this as much as I did!

Let's teach for mastery - not test scores By: Sal Khan - Guideline: Discuss and involve students in assessment throughout the teaching and learning process.  Description: This video describes the idea of mastery vs. mindset in mastery based learning.  The video discusses that our current education practices places gaps in student knowledge and there is no opportunity to close the gaps or for students to reach mastery (Khan, 2015).  The video discusses when students take ownership in their learning, practice, and master the concepts, they can move on to the next step or more advanced step (Khan, 2015).  Our current traditional academic model does not allow students to show growth or mastery in their learning.  Currently, tests show gaps in student learning, but the education system does not allow for students to fill in the gaps in their learning.  When gaps are not filled in, students tend to disengage in their education and possible do not reach their full potential (Khan, 2015).  With standard based grading, the video states that our world currently has a significant amount of technology, opportunities to practice, and receive feedback to master concepts, and build a growth mindset (Khan, 2015).  When students master learning, their opportunities can be endless.  For mastery based learning, students should view failure as a moment of learning.  Mastery learning ensures the outcome is mastered by each student and reinforces their learning and mindset.  The video discusses how we are exiting the industrial age and entering an information revolution, where we have a lot of resources to help get students to take ownership in their learning and master concepts (Khan, 2015).  This was a very interesting video certainly a good reminder of the importance of student learning.

References

(2014). SBG vs. Traditional Grading [PowerPoint slides].  Retrieved from https://prezi.com/wvs-ni6n1iqk/sbg-vs-traditional-grading/

Khan, S. (2015).  Let’s teach for mastery - not test scores [Video file].  Retrieved from https://www.ted.com/talks/sal_khan_let_s_teach_for_mastery_not_test_scores?nolanguage=en%23t-25044+

Messerman, C. (2012).  Standards Based Grading and the Game of School [Video file].  Retrieved from https://www.youtube.com/watch?v=bn_sCLoQNVs

# data[].attributes.body
I found a great article in EBSCOhost. This article backs up a lot of the same things that O'Connor mentions about how education will improve if we are willing to change to this new way of thinking. It is a really big concept for me to wrap my mind around, but seeing this article, and the research that accompanies it , has helped me see the value and importance of talking about standards based grading. A lot of the article addresses O'Connor's belief about the subjectivity of grading.
Click on the picture below, and it will take you directly to the article.

# data[].attributes.attachment_link.title
University of St. Francis Central Authentication

# data[].attributes.attachment_link.description
The University of St. Francis uses a "single sign-on" program called in order to let you move seamlessly between its various online services. These include the MyUSF portal, the Canvas online learning platform, CampusLabs Course Evaluations, and many other ancillary services which let you use one login to access all of your college information.

# data[].attributes.body
I have attached a Lucy Caulkins Informational writing rubric. Though my school does not use standard based grading, we do assess our students writing on Lucy Caulkins. The rubric matches up with the Common Core Writing standards. The standard CCSS.ELA-LITERACY.W.4.2 states that students can create leads, tranisitions, endings, and organize an informational essay. When we assess students on the informational rubric we are assessing them with the Common Core standards.

# data[].attributes.headline
Claudia Chavez - Standards Based Grading Handbook

# data[].attributes.subject
Claudia Chavez - Standards Based Grading Handbook

# data[].attributes.body
This handbook belongs to the Hoopeston Area School District. It is meant be a resource for their teachers. I believe it helps provide a simple and clear general description about how standards based grading system works. Based on the O'Connor readings I was not sure about what this type of grading system would look like, so I was almost sure I preferred to stay with traditional grading because it did not seem realistic. After looking over this handbook, I realized that standards based grading was doable, especially that this one includes a hybrid traditional grading scale to compare with the standards based levels of achievement. This handbook explains report cards, grading practices, and standards based reporting. Another purpose that this handbook has in this district is to provide consistency of understanding for student performance among individual teachers, grade level teams, or content department. This is very important because it ensures that all teachers will be on the same page.

# data[].attributes.body
https://www.youtube.com/watch?v=E7m4762pjH8
Above is a link to a short video about standards based grading. I thought that this video might be a good resource to share with parents. Especially, if a district is making the change to standards based grading, parents might be a little apprehensive because it is something new to them. The video discuss the three benefits to standards based grading and how it benefits both students and teachers. The video discusses using quality assessments like O’Connor mentioned as Guideline 7. As educators, we need to be mindful of how we create assessments and what we are assessments so that we may gather the appropriate data. Additionally, the video discussed assessing and giving grades for the intended learning goals which was guideline number 1.

# data[].attributes.body
As it so happens, I chose the same article as our instructor, Lisa White-McNulty.
https://www.edutopia.org/blog/peaks-pits-standards-based-grading-josh-work.
This blog explores standard based grading and ways that is succeeding and areas that need improvement in a particular school.  As with the article, Reporting Student Learning, this blog points out that averages are not necessarily accurate. Both articles agree that with standard base grading, students' grades are not 'fudged' or can  students get by with weighted scores. Another guideline that this blog addresses is that there is clear communication for both the parent and the student. Parents and students can see exactly how well they performed and areas for improvement. One "pit" that this article talks about coincides with one of our colleague's, Allison Murphy, post in this week's discussion. Allison said that she didn't want students blowing off the first attempt of an assessment. One parent had the same concern. The author said, however, that allowing the student a re-take can lead to encouragement, persistence and appreciation.

# data[].attributes.body
One resource that I am using for the Standards Based Report Card Committee that I am currently sitting on is the book by Cathy Vatterott, called: Rethinking Grading. This book does a really nice job of explaining the benefits and possible problems of standard based grades. She argues that traditional report cards "penalize students for earlier mistakes" (Vatterott 2015). We should be focused on the mastery of skills, and not the "got you moments" in grading. Students need to be allowed to practice and learn from their mistakes without being penalized. There is also a section in the book on if homework should be counted in the final grade. This brought on a large discussion in the committee.

This is a very good resource to help guide the process of moving towards a Standard Based grading system and gives the reader a lot to think about. She includes examples of report cards and other resources that can help you along the way.
I enjoyed this book, because it helped to explain the logic behind having a standards based system. At the younger grades, it completely makes sense.  At my High School level, it seems to be a little more complicated.

# data[].attributes.body
Here's a sample to guide you:

This resource is an article (a blog post, really) by a middle school teacher reflecting on his experiences implementing standards-based grading. I appreciated hearing about the "peaks" and the "pits" from someone who's been there.

The article mentions which a concern that I think many of us have about multiple "do-overs" - teaching students responsibility. The author's response lines up with Guideline 3 - only include achievement in your grades (O'Connor, 2007).

I think folks who have started on this journey will benefit from hearing the pros and cons.

# data[].attributes.attachment_link.readable_text
Change involves the celebration of successes and the reflection on shortfalls. As my school has undertaken the task of transitioning from a traditional grading system to standards-based grading, we've learned a great deal along the way. We have observed a shift in the school culture from a fixed mindset to a growth mindset (Dweck, 2008).

Under standards-based grading, our teachers have created an opportunity for students to persevere in the face of challenges. Students are measured on their proficiency of content standards. Some demonstrate early mastery and are able to move on to more difficult concepts, while others may require reteaching. Teachers are able to easily identify those students who may need some support in order to demonstrate proficiency. Students are beginning to understand and value the process of learning, rather than just earning a grade.

Although I've observed many great aspects of standards-based grading, I've also had many great discussions with other educators on how we can improve our implementation. I've detailed below three peaks (successes) and three pits (areas of improvement) that I've observed with our change to standards-based grading.

The 3 Peaks

Growth Mindset

Teachers are able to use ongoing formative assessments as a way to guide classroom instruction. Students are able to practice their mastery of standards without the penalty of receiving a poor grade in the gradebook. The process of reteaching creates an opportunity for both teachers and students to learn from their mistakes.

Teachers are able to reflect on instruction and evaluate if their lessons truly met the needs of their learners. Students are able to focus their efforts on concepts they struggled to understand and the option for reassessment. Together, reteaching and reassessment allow for all stakeholders to experience that intelligence can be developed and is not set in stone (Dweck, 2008).

Quality Curriculum and Assessments

Standards-based grading requires me to closely examine the actual standards of my content and evaluate the predetermined objectives. Without a clear set of measurable standards, there cannot be quality classroom instruction.

This year has been challenging, as departments have had to redesign instruction and assessments in order to create the opportunity for students to demonstrate proficiency. I've also been able to design assessments that allow for multiple methods of demonstrating mastery of content standards. Although this process has been a lot of work, I've never felt more involved in my curriculum.

Clear Communication

Standards-based grading allows me to clearly communicate with students and parents where individuals are with their understanding of each concept. No longer are students able to hide behind weighted averages and positive academic behaviors such as attendance.

Students should be motivated toward mastery of the material and not demotivated by trying hard and still getting a bad grade on an assessment, only to have to move right along to the next concept without gaining any insight. Standards-based grading allows me to clearly communicate with students about why they did poorly on the previous assessment, and to offer them a chance to work harder toward gaining mastery of the material and demonstrating their ability to achieve.

The 3 Pits

Teaching Responsibility

"I like the overall goal. But I don't want children to always think they can re-do things so they don't try their best the first time" (anonymous parent). I've had many parents communicate a similar concern to me throughout the school year so far. Although some are grateful for reteaching and reassessment, others are worried that we are not preparing their children for the "real world." I communicate to these parents that we are trying to encourage students to value persistence and appreciate effort in order to reach higher levels of achievement, which will benefit them into adulthood.

More Time?

All educators experience the need for more time in the school day, week, month, and year! Reteaching and reassessment opportunities have created additional work for classroom teachers. They are now grading assessments and subsequent reassessments which can take up a significant amount of time.

Many teachers utilize their regular classroom time for reteaching while allowing those students who demonstrated mastery to move on to more challenging concepts independently. Scheduling reassessments has been a challenge, as some teachers have digital assessments that require the computer lab. As more teachers convert to digital assessments and reassessments, the demand for technology has increased schoolwide.

Remaking the Wheel

Although I feel more connected to my curriculum, it's because I find myself redesigning many formative and summative assessments. Some of the activities or projects that I'd previously used in my classroom had been passed on to me by veteran teachers. Upon closer examination, these resources were very well designed but did not effectively offer the opportunity for students to demonstrate proficiency of content standards. I believe that after this year, I will be able to reflect on and fine tune my new assessments without having to redesign entire curriculum units.

These are just a few examples of how standards-based grading has impacted my school culture. Please leave your ideas and comments below about how standards-based grading has been implemented at your school.

Research

Dweck, Carol S. Mindset: The New Psychology of Success. Ballantine Books trade pbk. ed. New York: Ballantine Books, 2008.

# data[].attributes.attachment_link.title
3 Peaks and 3 Pits of Standards-Based Grading

# data[].attributes.attachment_link.description
Change involves the celebration of successes and the reflection on shortfalls. As my school has undertaken the task of transitioning from a traditional grading system to standards-based grading, we've learned a great deal along the way. We have observed a shift in the school culture from a fixed mindset to a growth mindset (Dweck, 2008).

# data[].attributes.body
1. Double click anywhere on the wall to open a post-it note.

2. Add your name as the title.

3. Describe your resource, the guideline(s) it addresses, and why you think colleagues will benefit from it.

4. Click on the bottom of the note (you'll see icons) and add the link to your resource.