Standards Based Learning & GradingRoad Map

● Opinion● Fact● Assumption● Compare● Reasonable Opinion● Untrue● Unreasonable Opinion● Question

Talking Heads - Standards Based Grading

STANDARDS BASED LEARNING & GRADING

Standards Based Learning & Grading Guidebook & Road Map

In its most simplistic definition, grades are used to show a student’s understanding of content and ability to demonstrate the acquisition of learned skills. Traditionally, we are all used to seeing grades as a letter (A,B,C,D or F). Standards based grading goes beyond a letter grade to provide a more concise and accurate approach to signify different levels of understanding and/or demonstration of skills.

The reality is that we can learn without receiving an A, B, C, etc., but we cannot learn without descriptive feedback that helps guide us to mastery. The purpose of the standards based learning and grading is to communicate student achievement of learning expectations, identify areas of strength, and guide improvement.

2020-2021 Standards Based CoursesAgricultureBSAAI/II & PSAA I & II

ArtContemporary CraftsPhotography/Digital PhotoCeramics & SculptureAdv Art Studio I/II

BusinessComputer Applications IIInternshipWork Program Class/ExperienceInnovative Entrepreneur

EnglishEnglish III

Foreign LanguageSpanish IIFrench IIGerman IIISpanish for Heritage Speakers

MathPre-AlgebraAlgebra I/Honors Algebra IGeometry/Honors GeometryAlgebra II/Honors Algebra II/Fundamental Alg. II

MusicMusic Theory IIAP Music TheoryAmerican Popular Music

P.E.Dance FitnessLifetime Fitness & ExerciseAdvanced AquaticsWater & Land ActivitiesSwimPersonal Development

TechnologyCivil Engineering & ArchitectureMachine Operations Cabinetmaking

Special EducationSocial ThinkingStudy SkillsChoicesFoundationsAdventuresMasteryStructured LiteracyVocations

Standards Based Learning & Grading

Anchoring grading practices with a focus on accuracy and confidence leads to grading decisions that are on point and aligned with what we know to be in the best interest of student success.

Tom Schimmer

Accuracy

Do the grades I report accurately reflect my students’ true level of understanding?

Confidence

Do my grading practices contribute to student confidence, or do they raise anxiety?

Standards Based Assessment

Standards Based Instruction

Standards Based Reporting

Key Components (Unit 5 Guidebook & Road Map)

● Student grades reflect what they know and can do in a particular course.● Behaviors are reported separately (participation, late work, inappropriate

behavior).● Practice opportunities are not summative grades (early in learning cycle).● Summative scores are collected on products that are summative (assigned

after formative data shows students are ready for summative assessments).● Students are graded on performance based rubrics NOT a traditional 100 pt.

scale.● Students can re-submit evidence of learning if additional learning has

occurred.● More importance is given to the most recent and most frequent scores in

the overall calculation of a grade.

Standards Based Assessment The Highway of Learning

Traditional Instruction-Assessment Model

AInsworth & Viegut, 2006

TEACH-ASSESS-INTERPRET-ADJUSTPre-Assess

Results Meeting

Analyze DataSet Improvement GoalsSelect Instructional Strategies

Teach, Assess, Interpret,

Adjust

Mid-Unit Check-In

Post-AssessResults Meeting

Analyze DataGoals Met?Plan Next Steps

Teach, Assess, Interpret,

Adjust

PROGRESSION TOWARDS LEARNING

Learning Progression 1

Formative Assessment

Interpret student understanding

Determine next steps

Adjust as needed...

Learning Progression 3

Formative Assessment

Interpret student understanding

Determine next steps

Adjust as needed...

Priority StandardLearning Progression 2

Formative Assessment

Interpret student understanding

Determine next steps

Adjust as needed...

We believe that all students can learn and all students will have access to a positive and challenging learning environment to ensure they realize their individual potential.

Teach-Assess-Interpret-Adjust

Identify The Priority Standards and Supporting Standards

Create Reporting Strands & Companion Document

Unwrap the Priority Standards

Determine the Big Ideas and Essential Questions

Write Learning Targets

Create Pre/Post Assessments

Create Scoring Rubrics

Standards Based Assessment Design Process

Teachers need to prioritize a set of content standards so they can identify the content standards at which they will devote powerful, thoroughgoing instruction, and then they need to formally and systematically assess student mastery of only those high-priority content standards.

James Popham

Marzano’s Reality Check

➢ 13,104 total hours of K-12 instruction.➢ 15,465 hours needed to adequately teach all national and

state-level standards across 14 different subject areas.➢ Only 9,042 hours (69%) of instructional hours are available for

instruction.➢ 15,465 hours cannot be taught in 9,042 hours of instructional

time!

“To cover all this content, you would need have to change schooling from K-12 to K-22!”

Selection of Priority Standards

★ Endurance - lasting beyond one grade or course - concepts and skills needed for life

★ Leverage - crossover applications within the content area and to other content areas

★ Readiness For Next Level of Learning - prerequisite concepts and skills students need to enter a new grade level or course of study

★ External Exam Requirements - National, State, College & Career

Prioritization, Not Elimination

All standards must be taught. The Priority Standards just receive greater instruction and assessment emphasis. The supporting standards play a supporting role as instructional scaffolds, to help students understand the more rigorous Priority Standards.

Larry Ainsworth

Identify The Priority Standards and Supporting Standards

Create Reporting Strands & Companion Document

Unwrap the Priority Standards

Determine the Big Ideas and Essential Questions

Write Learning Targets and Student Success Criteria

Create Pre/Post Assessments

Create Scoring Rubrics

Standards Based Assessment Design Process

Reporting Strands

❖ Determine which Priority Standards fall under each Reporting Strand - Most state standards are organized in this manner with broad topics within the discipline and more discrete skills/content standards are organized under these large strands.

Standards Based Report Card Example

Companion Document

Companion documents should contain priority standards and should specify what students would be able to do or show for each performance level.

Companion Document Template

Companion Document Examples

Identify The Priority Standards and Supporting Standards

Create Reporting Strands & Companion Document

Unwrap the Priority Standards

Determine the Big Ideas and Essential Questions

Write Learning Targets and Student Success Criteria

Create Pre/Post Assessments

Create Scoring Rubrics

Standards Based Assessment Design Process

Unwrapping The Standards

➢ Underline the concepts (important nouns and noun phrases).

➢ Circle/highlight the skills (verbs and verb phrases)

Unwrapping The Standards

Reading Informational TextRI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

WritingW.5.1 Write opinion pieces on topics or texts. Support a point of view with reasons and information.

Mathematics6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Unwrapping The StandardsReading Informational TextRI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

WritingW.5.1 Write opinion pieces on topics or texts. Support a point of view with reasons and information.

Mathematics6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Organizing Concepts and Skills

Unwrapped Concept Unwrapped Skill Bloom’s DOK

● Same Events/Topic- multiple accounts

● Analyze (same events/multiple accounts

4 3

● Point of View- similarities- differences

● Note (similarities/differences) 2 2

● Opinion Piece ● Write (opinion pieces) 6 4

● Point of View ● Support (point of view w/reasons and information)

5 3

Organizing Concepts and Skills

Unwrapped Concept Unwrapped Skill Bloom’s DOK

● Reasoning- ratio- rate

● Problems- real world- mathematical

(by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations)

● Use

● To Solve

3 3

Identify The Priority Standards and Supporting Standards

Create Reporting Strands & Companion Document

Unwrap the Priority Standards

Determine the Big Ideas and Essential Questions

Write Learning Targets and Student Success Criteria

Create Pre/Post Assessments

Create Scoring Rubrics

Standards Based Assessment Design Process

What Is the “Big Idea”?

“...enduring understandings , the important understandings that we want students to get inside of and retain after they have forgotten many of the details.” Wiggins and McTighe

What Is the “Big Idea”?

“Big Ideas bring relevancy to students by answering their often unspoken mental question: Why do I have to learn this anyway? OR When will I ever use this in real life?”

Ainsworth

Big Idea Example

Analyzing varying points of view from multiple accounts of an event/topic helps me form my own opinion.

Unwrapped Concept Unwrapped Skill Bloom’s DOK

● Same Events/Topic- multiple accounts

● Analyze (same events/multiple accounts

4 3

● Point of View- similarities- differences

● Note (similarities/differences) 2 2

● Opinion Piece ● Write (opinion pieces) 6 4

● Point of View ● Support (point of view w/reasons and information)

5 3

Big Idea Example

Reasoning with ratios involves coordinating two quantities. Tables of equivalent ratios, tape diagrams, and double line diagrams are mathematical tools used to solve real-world ratio problems.

Unwrapped Concept Unwrapped Skill Bloom’s DOK

● Reasoning- ratio- rate

● Problems- real world- mathematical

(by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations)

● Use

● To Solve

3 3

Essential Questions

➢ Center instruction on the unwrapped Priority Standards

➢ Lead students to the discovery of the Big Ideas

➢ Align instruction with pre-planned assessments

Writing Essential Questions

➢ Cannot be answered with a yes or no➢ Have no single obvious right answer➢ Cannot be answered from rote memory (simple recall)➢ Reflect the rigor of the unwrapped Priority Standards➢ Go beyond who, what, when, where to how and why

Essential Question Examples Essential Question Corresponding Big Idea

Why is it important to understand different points of view?

Analyzing varying points of view from multiple accounts of an event/topic helps me form my own opinion.

What does it mean to reason with ratios?

What mathematical tools are used to solve real-world ratio problems?

Reasoning with ratios involves coordinating two quantities.

Tables of equivalent ratios, tape diagrams, and double line diagrams are mathematical tools used to solve real-world ratio problems.

Identify The Priority Standards and Supporting Standards

Create Reporting Strands & Companion Document

Unwrap the Priority Standards

Determine the Big Ideas and Essential Questions

Write Learning Targets and Student Success Criteria

Create Pre/Post Assessments

Create Scoring Rubrics

Standards Based Assessment Design Process

Assessment Development:Characteristics of Quality Assessment Tools

● Standard(s) are clearly stated● Engaging and relevant● Ample opportunity to show proficiency● Variance of cognitive level● Identification of strengths● Identification of areas of growth● Demands of the assessment meet the standard(s) or

benchmark(s)

Steps To Build Quality Assessment Tools

1. Define the purpose for the assessment - formative or summative2. Determine standard(s) or learning targets for assessment

○ Review what the standard demands of the student○ Discuss what evidence of learning would prove knowledge,

understanding, and skills1. Decide which type of assessment would best fit the evidence

desired○ Selected response○ Constructed response○ Performance based

Assessment Types

Selected response

● Multiple choice● True/False● Word banks

Constructed response

● Short answer● Lists● Explanation of a selected response choice

Performance based

● Projects● Papers● Speeches

Evaluating Assessment QualityAssessment Planning Item/Prompt Planning

Is it valid? 1. I identified specific standards/skills2. We determined the level of rigor for

each standard/skill3. I matched the assessment to the

identified level of thinking

1. The assessment items/prompts match the cognitive demands of the standard/skill

2. Students know which items match each standard/skill

Is it reliable? 1. We/I used a sufficient number of questions to ensure reliability

2. The team agrees with the way proficiency has been determined and how the assessment will be scored

1. The reading level of questions/prompts won’t interfere with the assessment

2. There are no give aways in selected-response items

3. There are no ambiguous answers in selected response items

4. There is a context, when appropriate, for constructed response items

adapted from Gareis and Grant, 2008; Stiggins et al., 2004

Curriculum Mapping Template