I Don’t Do Standards-Based Grading, BUT…
I think Standards-Based Grading is the way to go. As a parent, I want to know how well my kiddo is keeping up with expectations in, well, everything he’s expected to do. If I can get some kind of indication of
- what IS expected and
- how close he is to meeting those expectations,
The district where I teach mandates the breakdowns for grades: at least 2 tests or projects, 4 quizzes, and 6 daily work grades–every six weeks. And those test/project grades? They make up 60% of the grade each six-week grading period.
Assessments Based on Standards
Because the “tests” are basically what make or break kids with our system, I focus most of my Standards-Based efforts there, on Integrated Performance Assessments. I suppose I could align each assignment in each category with some Can-Do or Power Standard, but honestly…who has the time?
Also, though it’s not strictly Standards-Based, I do think it’s worthwhile to be able to give SOME kind of credit for informal practice, even if it’s only a “daily work” grade that amounts to maybe 3% of 1/5 of the overall grade. It acknowledges that they are completing the assigned steps designed to help them advance. If they’re not completing them, though, I can usually use assignments like this to point out opportunities they missed to improve, and there’s a record for them, for me, and for Mom/Dad/Grandma/Aunt Harriet.
And since we’re on a 10-point scale all over NC now, the letter grade still usually reflects the general proficiency level anyway.
Graduated Scale
I use the rubrics ACTFL uses for the AAPPL test and assign point values to each level when I am scoring IPAs. Each of the 3 sections–interpretive, interpersonal, and presentational–is a test grade (going above and beyond those county expectations!)
This allows me to track progress in each separate mode in my gradebook, even if it all goes into the same “test” pile that makes up 60% of their grade, according to my district.
Here’s the scale I started off with:
I was pretty happy with it because it did three things:
- Reward students for making the effort to use the language, meaning they would be passing as long as they attempted to use the language, at least for the first few months.
- Acknowledge accelerated development. North Carolina says my students should be Novice Mid by the end of Spanish I, so that got them a C–what was expected.
You will notice that the point values I assign change every six-week grading period. This is quite simply because my expectations also change. I expect my Spanish I kids to at least be trying to use the language to start with. If they make the effort to pick out a few target language words, I’m happy. Not ecstatic happy, but content happy. “C” stands for “Content,” right?
But the effort will only “content” me for a few weeks.
So the efforts that were C-worthy the first six weeks are only D-worthy the second six-weeks. And then they’re, well, not worthy by the end of the semester. BUT they are still efforts, so they get some points–just not passing points.
Also what impresses me at the beginning of the semester is what’s expected by the end. So you’d better be ready to go above and beyond. So if you’re forming whole sentences after a few weeks? 100%! But you had better be ready to string those puppies together by the end of Spanish I if you want to keep that 100.
18 Comments
Michelle Fournier and Larry Dyhrberg · April 9, 2016 at 11:51 pm
Love this, especially the part about “far up” and “far out”. Question: how many contexts do you think show sufficient evidence of a proficiency level?
Michelle Fournier and Larry Dyhrberg · April 9, 2016 at 7:51 pm
Love this, especially the part about "far up" and "far out". Question: how many contexts do you think show sufficient evidence of a proficiency level?
Laura Sexton · April 10, 2016 at 2:02 am
Good question! It depends on 1) the level they're demonstrating and 2)the depth of the evidence students offer. Lower levels naturally require a lot less contextual variation for one. For two, sometimes my students get ambitious and demonstrate multiple skills multiple times in a single assignment.
Laura Sexton · April 9, 2016 at 10:02 pm
Good question! It depends on 1) the level they're demonstrating and 2)the depth of the evidence students offer. Lower levels naturally require a lot less contextual variation for one. For two, sometimes my students get ambitious and demonstrate multiple skills multiple times in a single assignment.
Adam Stryker · April 17, 2016 at 12:24 am
Another great, candid, vulnerable post. I wish more teachers and professional learning teams allowed for this openness and true transparency. We would all be better off. I've been guilty of holding back too since there really is no support or infrastructure for innovation in general but I'm going to make up for it soon. I'm working on a piece where I hope to share warts and all…
Adam Stryker · April 17, 2016 at 8:10 am
Another great, candid, vulnerable post. I wish more teachers and professional learning teams allowed for this openness and true transparency. We would all be better off. I've been guilty of holding back too since there really is no support or infrastructure for innovation in general but I'm going to make up for it soon. I'm working on a piece where I hope to share warts and all…
Profe Gross · May 4, 2016 at 2:29 pm
The piece I struggle with – and the reason why I haven't yet incorporated this in my classroom, is how to INTRODUCE these standards to the kids. I want to do this in such a way that when I put N2 – 40% on an assignment for a spanish 2 class, they understand the meaning behind it and thus can seek to improve. THAT'S the part I can't wrap my mind around. Any help?
Profe Gross · May 4, 2016 at 10:46 am
The piece I struggle with – and the reason why I haven't yet incorporated this in my classroom, is how to INTRODUCE these standards to the kids. I want to do this in such a way that when I put N2 – 40% on an assignment for a spanish 2 class, they understand the meaning behind it and thus can seek to improve. THAT'S the part I can't wrap my mind around. Any help?
Sra. Sexton · May 4, 2016 at 2:48 pm
Providing simplified versions of the AAPPL rubrics http://www.pblinthetl.com/p/aappl-rubric.html on assessments seems to help. We also regularly do spot checks on practice work they give me (especially on Nearpod) and where those responses would fall on those rubrics.
Sra. Sexton · May 4, 2016 at 10:48 am
Providing simplified versions of the AAPPL rubrics http://www.pblinthetl.com/p/aappl-rubric.html on assessments seems to help. We also regularly do spot checks on practice work they give me (especially on Nearpod) and where those responses would fall on those rubrics.
Profe Gross · May 4, 2016 at 3:48 pm
And your “years” only last 18 weeks?
Profe Gross · May 4, 2016 at 10:54 pm
And your "years" only last 18 weeks?
Laura Sexton · May 5, 2016 at 2:55 am
Yep, we're on semester long blocks.
Laura Sexton · May 4, 2016 at 10:55 pm
Yep, we're on semester long blocks.
Laura Sexton · May 5, 2016 at 2:55 am
Yep, we're on semester long blocks.
Laura Sexton · May 4, 2016 at 10:55 pm
Yep, we're on semester long blocks.
Diana Sullivan · November 13, 2016 at 1:54 pm
Laura, you are truly remarkable! Thank you for sharing your hard work and reflections on your students' progress!
Diana Sullivan · November 13, 2016 at 9:32 pm
Laura, you are truly remarkable! Thank you for sharing your hard work and reflections on your students' progress!
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