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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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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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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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I think my district has been easing into Standard Based Grading for a few years now, and I support it. We do grade on 1-4 scale in the primary grades k-2nd. I'm not going to sugar coat it, assessing kindergarten makes the hair on my neck stand up. I do see the purpose in individualizing a student and showing their growth in a subject. I think one of the ongoing challenges I have with assessing is I see my students one time a week for 60 minutes which ends up being 32-36 times a year they come into my class. I know my high functioning and my low functioning students as well as any BD students but it's the middle area of I am hoping to improve on and inspire.

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I could relate to the Rethinking Grading in regards to students need different amounts of practice to master a skill. I think individualizing students is key to SBG. I enjoyed the eye opening PD experience the teachers has in ASCD Express article. Number 6 on 7 reasons....really resonated with me because Self sufficiency is needed throughout life not just in school.

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My district uses standard based grading but I still struggle with grasping how to distinguish between meeting the standard or exceeding the standard when it comes to divergent learners. For example, if the students  idea and thought process exceeds the standard but the motor skills for controlling a brush are not built up yet what do you do?  I often feel like the students and parents still see a 3 as a “b” and a 4 as a “a”  so if a student receives a 3 (meets the standard) they believe the are less artistic than their friend that might have received a 4. It seems like their is still grade comparisons.

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In my district they have embraced standards based grading for gen ed but they have done a modified version for art. I personally like the idea of standards based grading because it is more about the portfolio, the journey, and the growth rather than final letter grades. I also like the idea that artwork can be revised to improve. It becomes less about the numbers and more about how to actually move the student to a higher competency.

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I looked at Anchor Standard 3: Revise, refine, and complete artistic work. Our youngest learners are expected to explain their process while creating, our middle learners are expected to reflect on their process through artist statements and analyzing the meaning behind their work, and the oldest learners are expected to reflect on their process, revise their work, and understand how their work is influenced by past and current trends as well as personal aesthetics. I noticed that first we want students understanding how and why art is created. As they develop, they are able to put more personal meaning in their work as well as reflect and analyze how their work relates to broader ideas.

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Engage, explore, brainstorm, collaborate, elaborate, multiple approaches, combine ideas, collaborate by combining ideas, generate, overcome blocks, document, formulate, visualize and hypothesize is the language I see as being essential stepping stones from one grade level to the next for artistic process creating.  Engage being pre-k to visualize and hypothesize are advanced high school.  Each level is as important as the first and needed to move forward for growth.

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Anchor standard 10 Synthesize and relate knowledge and personal experiences to make art. Our little littles are learning the words to describe what they see and feel and as you go through each grade their reflections go from describing who they are stretching outwards to their community & traditions outside of school including collaboration.

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I would say I have limited experience with standards-based grading. It is something my school and district has talked about, and we have had some professional development around, but I feel like it is one of those things that get talked about a bit but not really committed to full steam yet. In college I did some work with standards-based grading, but I feel like each teacher had their own way of doing it and it just ended up confusing me more than helping me figure out how to create assessments that helped me truly monitor students' learning. I really like the concept behind standards-based grading, and thing it is much more beneficial for students, so I am excited to get to learn more and do a step-by-step and deeper dive here!

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I would say I have limited experience with standards-based grading. It is something my school and district has talked about, and we have had some professional development around, but I feel like it is one of those things that get talked about a bit but not really committed to full steam yet. In college I did some work with standards-based grading, but I feel like each teacher had their own way of doing it and it just ended up confusing me more than helping me figure out how to create assessments that helped me truly monitor students' learning. I really like the concept behind standards-based grading, and thing it is much more beneficial for students, so I am excited to get to learn more and do a step-by-step and deeper dive here!

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The "Seven Reasons for Standards-Based Grading" article was really useful in thinking about the specific reasons this way of grading/thinking about assessments and grading would benefit me, my students, and my wider school community. Teaching elementary, assessments are really different for kindergarten versus 5th grade, so thinking about what these grades mean to students, how to teach them here about how to view assessments as an opportunity to learn and grow, and to help them become more self-directed learners is really powerful. 

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The "Seven Reasons for Standards-Based Grading" article was really useful in thinking about the specific reasons this way of grading/thinking about assessments and grading would benefit me, my students, and my wider school community. Teaching elementary, assessments are really different for kindergarten versus 5th grade, so thinking about what these grades mean to students, how to teach them here about how to view assessments as an opportunity to learn and grow, and to help them become more self-directed learners is really powerful. 

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We have standard based grading. I think its exciting to see how certain things we've been doing are already supported by a standard. We've also been developing curriculum, and looking to the standards in developing new lessons has also led to rich and exciting lessons. The standards are so dense and at the same time broad, and when I first started working with them it felt overwhelming. It is getting a little better but I think it's important as a department to come to an agreement of how to work through and apply the standards, since they are somewhat open-ended.

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Anchor Standard 9: Apply criteria to evaluate artistic work.
Performance standards (PS) build on one another year to year. The PS move up in complexity of thinking and depth of questioning as you move up the grades. PS also often include an opportunity for expressing personal preference

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I read the Seven Reasons for Standards-based Grading. One idea that resonated with me is that of intentionally teaching students what quality work looks like. In our art classrooms, we often draw attention to successful student work as it is completed. I typically demonstrate techniques and showing examples representing different levels of artistry. By starting the artmaking process with these discussions students have a clearer idea about what constitutes a successful product.

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I read the Seven Reasons for Standards-based Grading. One idea that resonated with me is that of intentionally teaching students what quality work looks like. In our art classrooms, we often draw attention to successful student work as it is completed. I typically demonstrate techniques and showing examples representing different levels of artistry. By starting the artmaking process with these discussions students have a clearer idea about what constitutes a successful product.

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I selected Anchor Standard 1: Generate and conceptualize artistic ideas and work. I looked at Cr1.1 and 1.2, since both cover that anchor standard. 1.1 starts with pre-k and k students exploring materials on their own, scaffolds them into exploring materials collaboratively in 1st and 2nd, and then begins to add more elements of artistic thinking to the work: elaborating, brainstorming, finding a solution to a problem, and then concludes with upper middle school and high school delving more into the creative process and planning artwork. 1.2 has students diving in deeper into the materials: starting again with pre-k exploring on their own, then k working collaboratively. 1st, 2nd, and 3rd are thinking about planning and materials on their own, which leads to 4th thinking about this collaboratively. 5th, 6th, and 7th are all thinking about the role of artistic investigation and meeting or creating goals, which leads to 8th grade doing this work collaboratively. And high school students conclude with thinking about traditional versus contemporary art, and the use of materials and following or breaking of conventions. Reading these, I was struck by how they moved from starting students with exploring on their own, to with their peers, then adding more elements of the artistic process, and finishing with more elements of choice.   

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I selected Anchor Standard 1: Generate and conceptualize artistic ideas and work. I looked at Cr1.1 and 1.2, since both cover that anchor standard. 1.1 starts with pre-k and k students exploring materials on their own, scaffolds them into exploring materials collaboratively in 1st and 2nd, and then begins to add more elements of artistic thinking to the work: elaborating, brainstorming, finding a solution to a problem, and then concludes with upper middle school and high school delving more into the creative process and planning artwork. 1.2 has students diving in deeper into the materials: starting again with pre-k exploring on their own, then k working collaboratively. 1st, 2nd, and 3rd are thinking about planning and materials on their own, which leads to 4th thinking about this collaboratively. 5th, 6th, and 7th are all thinking about the role of artistic investigation and meeting or creating goals, which leads to 8th grade doing this work collaboratively. And high school students conclude with thinking about traditional versus contemporary art, and the use of materials and following or breaking of conventions. Reading these, I was struck by how they moved from starting students with exploring on their own, to with their peers, then adding more elements of the artistic process, and finishing with more elements of choice.   

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Most of my understanding with standards-based grading is through pinch-hitting in other subject areas, as my school uses SBA for 3rd - 8th grade. I teach appx. 600 K-4 students for 45 minutes/week. For my 3-4 grade lessons, I make "self-assessment" rubrics as a reflective practice for projects. These are tied to the standards; however, grades are not formally submitted. I use rubrics primarily to keep students focused on their project goals -- and admittedly -- as a reference point when they are looking for me to validate something they have done (i.e., "What number do you think you are on?"). For younger grades, I rely on visual aids.

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Shockingly, the articles took me back 30 years (in my mind) when I was in college. I remembered few opportunities to take classes outside my major -- and feeling slightly penalized for wanting to learn about other disciplines (as I was unlikely to show A+ proficiency in one semester working alongside students majoring in the subject). I vividly remember a conversation with a peer about my course selection. She said she was tempted by a course I had enrolled in, but "didn't want to screw up her GPA". After reading the articles, the most challenging idea I faced was this:  That perhaps no amount of effort -- except which is supplied on the road to mastery -- is likely to merit an A. Providing a framework for the "right conversations" and helping students speak "the language of the standards" seemed the most helpful points to me -- along with the concept of rewarding and incentivizing growth (to the degree that one's starting point is erased).

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Anchor Standard 5 (Develop and refine artistic techniques and work for presentation); Summary: Where is it? Why? How? This vs. That? How to display...talk about the artist. Many ways to display art...many considerations. Roles of the art-keepers and what they need to know (for 2-D, 3-D & digital art). How do we evaluate it? Critique it? Let's do it. Observation: In trying to help students become culturally literate/in the position to analyze and find meaning in artwork -- they will be limited without foundational knowledge  or context for the institutions that give them access to that knowledge. They will also be hindered in finding meaningful ways to present their own work/ideas.

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Anchor Standard 5 (Develop and refine artistic techniques and work for presentation); Summary: Where is it? Why? How? This vs. That? How to display...talk about the artist. Many ways to display art...many considerations. Roles of the art-keepers and what they need to know (for 2-D, 3-D & digital art). How do we evaluate it? Critique it? Let's do it. Observation: In trying to help students become culturally literate/in the position to analyze and find meaning in artwork -- they will be limited without foundational knowledge  or context for the institutions that give them access to that knowledge. They will also be hindered in finding meaningful ways to present their own work/ideas.

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Comment on “Seven Reasons . . .”

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Anchor Standard One, Grade 4: Brainstorm multiple approaches to a creative art or design problem. This really connects to the SEL Standards- collaboration is an art unto itself and a skill that is so critically needed in our society.