Standards-Based Grading in the Arts

MASTER/CLASS SERIES

Susan M. Riley | EducationCloset.com

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In this section, we’ll be covering:* What IS Standards-Based Grading (SBG)?* Why use SBG?* How does this translate for the arts?

LET’S BEGIN

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SBG Basics

FOUNDATIONS

Definition:

Standards-Based Grading (SBG) is an approach to assessment that focuses on the content, skills and standards students must learn.

• The focus of SBG is on a student’s mastery of a standard, NOT a cumulative grade.

• This means that students are being assessed based upon their level of work towards meeting a standard. This provides a snapshot of students’ learning of each standard discretely, rather than just in one lump grade at the end of a unit.

• Additionally, intangibles that are not distinctly a part of the standard (time in class, effort, participation, etc) cannot be included in the grade.

What IS Standards-Based Grading?

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WHAT IS THE BENEFIT?

Why should we use SBG?

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Standards-Based Grading is meant to help provide alignment in the learning cycle. This creates many benefits including:

• Higher quality feedback

• Student participation in the assessment process

• Streamlining the Student Learning Objectives/Student Growth Objective Process

EstablishLEARNING GOALS

Create clearASSESSMENTS

Give quality FEEDBACK

TRANSLATION?

* A bigger focus on using standards as the base for assessing student process and product.

* Detailed levels of proficiency and mastery must be established.

* Standards-based grading requires SMART writing! Specific, Measurable, Achievable, Relevant, and Time- Bound.

* Thinking through how to provide differentiation with a valid scale of measurement.

What does this mean for the Arts?

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Image source: http://www.brilliant-insane.com/2014/10/single-point-rubric.html

In this section, we’ll be covering:* Standards-Based Grading Scales* How to set yourself up for an SBG approach* Creating aligned rubrics

MOVING ON...

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SBG PROCESS

MEASUREMENTS

Start with a scale

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SCORES (TEACHER-DRIVEN)

MARZANO SCALE RECOMMENDATION

LEVEL OF MASTERY (STUDENT-DRIVEN)

4 = Can go beyond what was directly taught in class

100-90%Master = My work shows that I understand the content/skills completely, support my ideas with evidence and express myself in this medium from my unique perspective.

3 = Can do all of the basics and all of the complex and vigorous tasks

89-80%Proficient = My work shows that I understand the important things about the content/skills required for this topic.

2 = Can do all of the basics 79-70%Developing = My work shows that I have a general understanding of the content/skills, but I’m also confused about some important elements or principles.

1 = Can do most of the basics with assistance

69-50% Beginning = My work shows that I do not understand the concept/skills for this topic.

0 = No evidence of learning 50% or lower No Evidence = I do not provide work to show my level of understanding.

Middle/High school: 4.0 = 100% and 3.5 = 95%

Middle/High school: 3.0 = 90% and 2.5 = 80%

Middle/High school: 2.0 = 70% and 1.5 = 65%

Middle/High school: 1.0 = 60% and 0 = 50%

NEXT.. .

Develop a series of TOPICS

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•Combine your standards into a series of topics - use the elements and anchor standards to help you!

•Start with level 3: what do complex skills/ideas do your students need for each topic?

•Backwards map to level 2: what foundational skills will be needed to achieve a 3?

•TEACH each topic in progression!

NEXT.. .

Develop a series of TOPICS

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TOPIC/UNIT: GRADE 5 WORLD DRUMMINGGRADE 5 WORLD DRUMMINGGRADE 5 WORLD DRUMMING

CORE GOAL (A) INTERMEDIATE GOAL (B) ADVANCED GOAL (C)

STANDARDS:

MU:Re8.1.5: Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ and personal interpretations to reflect expressive intent

MU:Re7.2.5 Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).

MU:Cr2.1.5 a.Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.

SKILLS/IDEAS NEEDED FOR DEVELOPING (2) SKILLS/IDEAS NEEDED FOR DEVELOPING (2) PROFICIENCY (3) MASTERY (4)

MU:Re8.1.5 Identifying changes in dynamics, rhythms, and tempo

Explaining the effect of the changes in dynamics, rhythms, and tempo of a piece

Demonstrating a variety of ways using instruments, voice and body that changes in dynamics, rhythms and tempo can effect a piece.

MU:Re7.2.5 Identify form, rhythm, phrasing and musical elements as structural elements

Identify and explain how the combination of rhythm, phrasing, and musical elements are established in the form.

Demonstrating how changes in form, rhythm, phrasing and musical elements can effect the response from a listener using specific examples.

MU:Cr2.1.5.a

ALIGNMENT

Create your ASSESSMENTS

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•Create your rubrics or questions in advance. Reference your topic organization and original standards.

•Be sure to look for your VERBS. Analyze, Create, Perform, etc in an assessment require that you teach your students how to do these things!

Sample Rubric: Visual Art Example

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CONSTRUCT MEASURED

SCORE POINT

4SCORE POINT

3SCORE POINT

2SCORE POINT

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Development of Ideas:

VA:Cr2.1.8

The student composition addresses the theme and provides effective and comprehensive development of the topic and/or artistic elements by using clear purpose, details, and/or embellishment; the development is consistently appropriate to the task, purpose, and audience.

The student composition addresses the theme and provides effective development of the topic and/or artistic elements by using clear purpose, details, and/or embellishment; the development is largely appropriate to the task, purpose, and audience.

The student composition addresses the theme and develops the topic and/or artistic elements minimally by using limited purpose, details, and/or embellishment; the development is limited in its appropriateness to the task, purpose, and audience.

The student composition is underdeveloped and therefore inappropriate to the task, purpose and audience.

Organization:

VA:Cr2.3.8

The student composition demonstrates effective design, clarity, and cohesion and includes a strong pathway for the audience to read and interpret the work.

The student composition demonstrates design, clarity, and cohesion and includes a pathway for the audience to read and interpret the work.

The student composition demonstrates limited design, clarity, and cohesion and may or may not include a pathway for the audience to read and interpret the work.

The student composition demonstrates a lack of design, clarity and cohesion.

Clarity of Presentation:

VA:Pr5.1.8

The student composition uses presentation well to translate their message to the audience. The composition includes specific and appropriate techniques, details, and content-specific tool choice effectively to clarify ideas.

The student composition attends to presentation norms. The composition includes specific and appropriate techniques, details, and content-specific tool choice effectively to clarify ideas.

The student composition shows limited awareness of presentation norms. The composition includes limited techniques, details, and content-specific tool choice needed to clarify ideas.

The student composition shows little to no awareness of presentation norms. The composition lacks the techniques, details, and content-specific tool choice needed to clarify ideas.

In this section, we’ll be covering:* How to effectively manage SBG with hundreds

of students* Next steps in your process

AND FINALLY

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MANAGEMENT

MANAGEMENT HACKS

Stage 1: Prepping

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•Create your Topic Scope and Sequence. Add in the standards, tiers, and levels.

•Place this in a Google Doc, Schoology, or other digital format for easy access.

•Create your rubrics for each topic BEFORE you teach the lessons. Also keep these digitally.

MANAGEMENT HACKS

Stage 2: Gradebook Setup

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Setup your gradebook so that it aligns with your topics/standards/rubrics.

DATE 1/20 1/20 1/20 1/25

ASSESSMENT Weaving Weaving Weaving Masks

STANDARD VACr2.1.4 VACr2.3.4 VAPr5.1.4 VACr2.1.4

LEVEL A C B A

PERIOD 1

student a 4 3 3 4

student b 3 3 1 4

student c 2 3 2 3

PERIOD 2

student a 1 2 2 2

student b 3 2 2 2

student c 4 4 3 4

BE TRANSPARENT

Empowering Students

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•Clearly establish and communicate the scale for achievement.

•Share scores with students and allow them to track the scores over time.

•Use “I Can” statements for the standards with students.

WHAT DOES MY GRADE MEAN?

43.53

2.5210

I have mastered the skill and showed that I can use it!

I proved I definitely know this skill!

I know this skill, but made a small mistake.

I mostly get it, but I am still stuck with some parts.

I have an idea for what to do, but still need a lot of work.

I tried the skill but it wasn’t on the right track. Ask for help!

I didn’t complete the project - I need to ask for help right now!

GET IN TOUCH!

Questions?

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Susan RileyEducationCloset.com

443-821-1088susan@educationcloset.com

FOR YOUR REFERENCE

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TEMPLATES

In this section, you’ll find templates for:* SBG Scale* Topic Scope and Sequence* Rubric* Gradebook setup

SBG SCALE

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SCORES (TEACHER-DRIVEN)

MARZANO SCALE RECOMMENDATION

LEVEL OF MASTERY (STUDENT-DRIVEN)

4 = 100-90% Master =

3 = 89-80% Proficient =

2 = 79-70%Developing =

1 = 69-50% Beginning =

0 = 50% or lower No Evidence =

Middle/High school: 4.0 = 100% and 3.5 = 95%

Middle/High school: 3.0 = 90% and 2.5 = 80%

Middle/High school: 2.0 = 70% and 1.5 = 65%

Middle/High school: 1.0 = 60% and 0 = 50%

TOPIC SCOPE AND SEQUENCE

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TOPIC/UNIT:

CORE GOAL (A) INTERMEDIATE GOAL (B) ADVANCED GOAL (C)

STANDARDS:

SKILLS/IDEAS NEEDED FOR DEVELOPING (2) SKILLS/IDEAS NEEDED FOR DEVELOPING (2) PROFICIENCY (3) MASTERY (4)

RUBRIC TEMPLATE

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CONSTRUCT MEASURED

SCORE POINT

4SCORE POINT

3SCORE POINT

2SCORE POINT

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GRADEBOOK SETUP

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DATE

ASSESSMENT

STANDARD

LEVEL

PERIOD 1

student a

student b

student c

PERIOD 2

student a

student b

student c

The work presented in this guide has been informed by the following resources. Please refer to them for more insights and information!

ADDITIONAL

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Resources

Teacher blogs documenting their process:http://youngteacherlove.blogspot.com/2013/07/walking-through-standards-based-grading.html

http://fnoschese.wordpress.com/2011/02/11/sbg-keeping-track-of-it-all/

http://somebecomepearls.com/standards-based-grading/

Websites, Books, and Videos:Standards Based Grading in Visual Art: https://www.youtube.com/watch?v=SUzC6j-LQBs

Standard Based Grading Music Education: https://prezi.com/qtz0baa3gjma/standards-based-grading-in-music-education/

Formative Assessment and Standards-Based Grading (Marzano): http://www.marzanoresearch.com/resources/tips/fasbg_tips_archive#tip41