Standards-based Grading

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5 thoughts on “Standards-based Grading”

  1. Annemarie Orth

    Our school is moving toward standards based grading within the next two years and I think we’ll be using 1-4, one of the arguments being that there’s no “middle” number as a default. My two WL colleagues and I have to come up with similar learning targets for Spanish and French, yet they don’t use TCI. I wonder if other people have this similar issue.

  2. BC curricula in for example English grade on a 6-point scale. However, there is lots of research that suggests that a three-pointer works well too. This is what I use:

    1– You are not there yet. It’s too short, it’s garbled, or it’s way off topic

    2– You’ve got the basics. It gets the job done, it’s comprehensible (with some errors that affect meaning), and it generally stays focused.

    3– You are proficient. You have lots to say about the topic, it’s entirely comprehensible (with minor errors that don’t significantly affect communication), and it’s consistently focused.

    We have to remember that anally uptight criteria don’t help learners, because 96% of learners don’t sit there when they get their test back and say “Gosh! I really must review my modal verbs in the past tense, along with my dative plural articles.”

  3. …we have to remember that anally uptight criteria don’t help learners, because 96% of learners don’t sit there when they get their test back and say “Gosh! I really must review my modal verbs in the past tense, along with my dative plural articles….

    This sums up my entire view on assessment and explains why data gatherers appear to me to be on crack cocaine.

  4. Can we please have a discussion on this, because although I get a lot of other things, Standards and skills-based grading baffles me! (there! I admitted it!!!)
    ACTFL now says that we are to teach the 3 modes: Interpersonal, Interpretive, and Presentational. Got it. BUT, should we break down our grading on those criteria? (at say 33% each?)
    OR…..
    should our grading be broken down by SKILLS: Listening, Reading, Writing, SPeaking? (at say 25% each?)
    I am so confused by this because there is constant change and no body is on the same page!!!! My colleague wants us all to grade the same (she is non-CI though) and wants it to be by SKILLS with the 3 modes under it.
    I (think) it should be the 3 modes with the skills under them.
    Am I making sense? it all seems so cumbersome. 🙁
    Any feedback??????
    I emailed someone the other day about it, but got no response, so I am now asking all of you – hopefully someone has the answer! I wanted to go to Scott Benedict’s workshop last week, but was unable to – maybe that would’ve helped!
    Thanks!

  5. Scott grades using skill-based rubrics. He writes the rubric to reflect the students’ expected levels of performance, which makes them really flexible because you can decide what is expected for each assignment. You weight them differently based on where you expect your students to be at a given time. If you really feel that you missed out, you can do his grading workshop online at http://www.teachforjune.com. I thought it was really helpful. The change to proficiency based grading makes so much sense for TPRS. It’s a change in mindset. Here’s a link to another description of the concept: prezi.com/axzlriy65i7x/daughertys-bicycles-performance-based-learning/. That link can be found on Michele W.’s blog mjtprs.wordpress.com too.

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