Standards Based Grading FAQ's
What are the guiding principles behind standards-based grading and reporting?
Consistent-performance standards need to be the same from teacher to teacher and students achieving at the same level should get the same grade
Accurate-inaccurate grades occur from blending achievement with behaviors, poor-quality assessment, and inappropriate use of the mean in combining data
Meaningful-grades need to communicate useful information to all parties interested in knowing about a student’s learning
Support learning-grades are artifacts of learning and should reflect student achievement
(Ken O’Connor, 2007)
What is the difference between formative and summative assessment?
Formative assessment- help students improve and typically aren’t used to determine grades.
Summative assessment-measure student achievement and should be used when determining grades. (O’Connor, 2007)
In multiple meta-analysis measuring the effects of formative assessment on student achievement it has been found that two formative assessments per week have the most positive effect on student achievement. (Robert Marzano, 2006)
How does homework fit into standards-based grading and reporting?
Homework is typically formative and should not be included in the academic grade. Completing practice in a timely manner is part of the work ethic. (O’Connor, 2009)
Does extra credit have a place in standards-based grading and reporting?
Extra credit and bonus points can distort a student’s record of achievement. Instead of extra credit, teachers should provide students extra time and support to master content, paired with multiple assessment opportunities. “Advanced” mastery (‘A’ work) indicates thinking and/or application of concepts that exceed grade-level expectations. (O’Connor, 2007)
How can I get students involved in their own learning through standards-based grading and reporting?
Teachers should provide students with rubrics or other assessment criteria before the learning begins. Students and their families should be involved in student-led conferences versus teacher-led conferences.