What is Standards Based Learning?
In this class, all assignments and assessments are aligned to student-friendly learning targets which are correlated to the Michigan Science Standards. All assignments and assessments will receive a “grade” based on the understanding of the target, not completion of the work. The reason for Standard Based Learning/Grading is it easily communicates how students are performing on a specific skill at a given time. When you view ParentVue, you will notice all items are aligned to the learning standards and will receive a score based on a 4 point scale. By providing scores by standards/learning targets, versus assignments, students and parents can track how they are doing on a specific standard/learning target, and will know exactly what the student needs to practice before the end of the unit. Resources can also easily be found on my website on the "Daily Agenda".
How are Grades Determined?
Grades are a representation of a student's understanding. Feedback is learning target specific. Students will only be graded on assignments that they have spent an ample amount of time practicing and building an understanding of that specific learning target. Practice assignment will not be graded. Most practice assignments are collaborative and therefore are not a measure of the student's understanding. Even though practice assignments are not graded, students must complete these assignments to master the learning target. My experiences have proven that when students are not participating in class work or completing homework assignments, they do not perform well on graded assignments and assessments.
The SBG Rubric
Are there Opportunities for Re-assessments on Quizzes and Tests?
Yes! Any score that is less than Mastery - 9 may be reassessed. The student needs to make corrections to the original assignment, quiz or test and then see me. The students needs to be prepared to explain what was done to ensure mastery of the target. Based on our conversation, I will determine if the student is ready to be reassessed. The intent of reassessments is to demonstrate that you have truly mastered the standard - not to guess better.
Please notes the following when considering a reassessment:
Please notes the following when considering a reassessment:
- The highest score available on a reassessment is "Mastery".
- The reassessment scores is what will be used for the final grade of that assessment. I will not average the two scores together, not will I use the higher of the two scores.
- Students must demonstrate at least proficiency on the correlating quiz/quiz reassessment, in order to be eligible for a reassessment on the unit test.
What are the Procedures for Reassessment?
Please see Reassessment Procedure.
Parents: Respectfully, I ask that you please do not email me to see if your student can be reassessed. Yes, he or she can be reassessed; however, first, I need to have a conversation with him or her first to determine readiness. It is also really important that your child self-advocates to express his or her needs. If you are struggling with this, then please contact me, and I will help.
Parents: Respectfully, I ask that you please do not email me to see if your student can be reassessed. Yes, he or she can be reassessed; however, first, I need to have a conversation with him or her first to determine readiness. It is also really important that your child self-advocates to express his or her needs. If you are struggling with this, then please contact me, and I will help.
Will you accept late work?
Yes! Just remember practice work is not included in your overall grade. The practice work is for mastery of the standards.
Standards-Based Grading is a Research-Based Best Practice
My practice is has been adapted from the following resources:
Brookhart, Susan M. “Starting the Conversation About Grading: The First Task in Successful Grading Reform Is to Reach Consensus on the Purpose of Grades.” Educational Leadership, Nov. 2011, pp. 10–14., greatschoolspartnership.org/wp-content/uploads/2016/11/Starting-the-Conversation-about-Grading-2.pdf.
Guskey, Thomas R., and Lee Ann Jung. “The Challenges of Standards-Based Grading: A Well-Planned Report Card Can Help Parents Relate Standards to Their Children. .”Leadership Compass, vol. 4, no. 2, Winter 2006, www.naesp.org/sites/default/files/resources/2/Leadership_Compass/2006/LC2006v4n2a3.pdf.
Marzano, Robert J. Formative Assessment & Standards-Based Grading. Marzano Research Laboratory, 2010.