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Standards Referenced Grading and Reporting Standards Referenced Grading and Reporting

Standards Referenced Grading and Reporting - PowerPoint Presentation

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Standards Referenced Grading and Reporting - PPT Presentation

RaymorePeculiar School District Fall 2014 What is StandardsReferenced grading and reporting Definition Feedback SRR is made up of marks on a scale from 1 to 4 Marks are not a comparison of one student to another but rather a way to measure how well a student is understanding a Learning Ta ID: 499251

standards learning student students learning standards students student academic reporting level feedback scores referenced grading demonstrate achievement grade comments communication srr knowledge

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Slide1

Standards Referenced Grading and Reporting

Raymore-Peculiar School District

Fall 2014Slide2

What is Standards-Referenced grading and reporting?

Definition

Feedback

SRR is made up of marks on a scale from 1 to 4. Marks are not a comparison of one student to another, but rather a way to measure how well a student is understanding a Learning Target or Power Standard. This feedback reports student learning more accurately and to the degree to which students have attained mastery.

Standards-referenced reporting (SRR) and grading involves measuring students’ proficiency on well-defined course Learning Targets tied to Power Standards. SRR is a philosophy that uses reporting/grading to communicate students’ strengths and weaknesses relative to the standards of the course or class.Slide3

Scores are Based on What Students Know and are Able to Do

The standards-referenced reporting system divides academic criteria from non-academic criteria within the assessment and reporting practices.

Academic achievement which is an accurate evaluation of what a student knows and is able to demonstrate.

Non-academic indicators which describe the actions and behaviors that support achievement.

Students are measured on the development of skills and knowledge, what they know and can do, rather than their completion of tasks.

Students are provided multiple opportunities to meet the standards and are offered a variety of ways to demonstrate their learning.

Scores are based on individual achievement and not group scores.

Extra credit points are not given; a higher level of achievement directly tied to standards is expected.

Homework is regarded as practice and is not included in a student’s academic scores.Slide4

Non-Academic descriptors

Academic

Descriptors

Effort - Perseveres and attempts quality work

Engagement - Actively participates and listens; shows interest

Responsibility - Follows directions; meets deadlines; manages time; advocates for self

Respectfulness - Respects people and propertyPreparedness - Prepares and organizes learning

Reporting out on Student Learning Attributes is determined by a rubric that identifies three levels:

3= On target demonstration of attribute

2= Student does not demonstrate learning attribute, but has a willingness to listen to feedback and make changes.

1=Student does not demonstrate learning attribute and is unwilling/unable to make changes according to feedback.

4

= Learning and performance exceeds the grade-level or course standards

3=Demonstrates mastery of grade-level or course standards independently; thoroughly; and accurately

2=Progressing toward mastery of grade-level or course standards (additional communication is provided in comments)

1=Limited understanding of required grade-level or course standards (additional communication is provided in comments)

IE=Insufficient evidence (additional communication is provided in comments)

NA=Not assessed

M=ModifiedSlide5

Principles to Think About…

Students learn in different ways.

Students learn in different time frames.

Mistakes are necessary and productive in learning.

Problem solving and critical thinking are integral parts of learning.

Students must have ownership in their learning and data.

Students must understand the purpose of their learning.Students receive frequent and specific feedback.Student scoring is based on knowledge of a learning goal, not attitude or effort.Slide6

The Bottom Line

We

want

to assess students on what they know and how they can use their knowledge and skills to become critical thinkers and life-long learners.