Marquette’s journey toward Standards Based Grading and Be - PowerPoint Presentation

Slide1

Marquette’s journey toward Standards Based Grading and Best Grading PracticesSlide2

Rockwood School District Grading Policy (adopted May 20, 2010)

Re-Teach/Reassess:

When a student scores below proficient on

standards essential to continued academic progress,

interventions designed to support student mastery of the standard(s) will be implemented. Reassessment will be provided after a student has satisfactorily completed additional formative work. The most recent score will be recorded.Slide3

Extra Credit:Extra Credit is not appropriate in a standards-based system as grades must be accurate measures of achievement standards. Opportunities for re-teaching and reassessing shall be available.Slide4

Homework:Homework is an important part of teaching, learning, and parent involvement in the Rockwood School District. Student work should always receive feedback to further student learning.

Teachers will exclude homework from the course grade if it was assigned for pre-assessment or early learning guided practice.

Homework assigned as a summative assessment may be included in the course grade based on curriculum guidelines.Slide5

Late Work:Students are expected to submit school assignments in a timely manner. Late submissions will be recorded and reported as a non-academic indicator.Slide6

Participation/Active Engagement:

Performance requirements as listed in the curriculum document will be reported in the academic grade. All other measures of participation will be marked as non-academic indicators. Performance and participation provides an opportunity for students to develop, practice, and demonstrate knowledge and skills. Performance and participation can provide teachers the opportunity to monitor and assess knowledge and skills based on the standards for the course/subject.Slide7

What did this look like after 1 semester?

Homework

Reteach/Reasses

Extra Credit

Participation/Active

Engagement

Late Work

Academic Detention

Course

graded

recorded

proficiency set

allowed

max score

most recent score

formative work required

allowed

academic indicator

academic indicator

cut-off

yes

no

yes

no

yes

no

%

summative

formative

all

yes

no

yes

no

yes

no

yes

no

yes

no

yes

no

teacher

lunch

Theatre

x

x

x

70

x

X

X

x

x

X

Unit

x

AP Mus Theory

x

x

x

Unk

x

unk

x

x

x

x

Orchestras

x

x

x

75

Unk

x

unk

x

x

x

x

Vid Production

x

x

x

x

x

x

x

x

Unk

x

Pub Speaking

x

x

x

x

x

x

x

x

x

Unk

x

Band

x

x

x

x

x

x

x

x

x

x

World Lang

x

x

x

x

x

70

x

x

x

x

x

x

Unit

x

Beg Guitar

x

x

x

x

x

unk

x

x

x

Quarter

x

Adv Guitar

x

x

Unk

Unk

x

Unk

x

x

x

x

Unk

x

Vocal Music

x

x

x

85

x

x

x

x

x

x

1 week

x

Visual Art

x

x

x

70

x

x

x

x

x

x

1 week prior to end of quarter

x

 Slide8

Second Semester Concerns:

Inconsistency creating confusion among students and parents and administrators

In late work natural deadlines

In use of academic detentions

In proficiency scores to reassess

In what is allowed to be reassessed Slide9

Second Semester Revisions Reteach / Reassess

Required:

--Reassessment items are defined by PLC (doesn’t have to be everything in the grade book); should be items that are “essential to continued academic progress”

-- Reassessment cannot be more difficult than the original exam

--All students

must

do formative work to be allowed to reassess. The amount and how it is graded/recorded (as a non-academic indicator) must be aligned by PLC

--Most recent score will be recorded

--No retakes on finalsSlide10

Recommended:

Reassessment

should be completed within one week of receiving exam back from teacher

Proficiency should be at 75%

or above

—we want to set high expectations for our students. If they want to do more formative work, study harder, and prove to us they have mastered the material we should allow them. The reason for 75% is that it is “average” we want our students to be above average—high expectations are our norm

Homework can be used as a prerequisite to reassessment. We believe that we can shift accountability to students if we mandate that the students have completed homework prior to the first assessment in order to be allowed to re-assess. They must put forward a “good faith effort” without being accountable on accuracy since homework is practice. Homework should be recorded as a non academic indicator and be graded on completion.

80% completed by first exam to be allowed to reassess

100% completed PLUS additional formative work prior to reassessment Slide11

Homework:

Recommended:

1. Use as non-academic indicator and report in IC (0% category) to show student

effort/progress.

2. Use Academic Detentions for missing work as this encourages

timeliness.

3. Use Homework as a requirement for student reassessment.

4. Homework can be entered as an academic indicator (used as formative assessment) if it isn’t

a

first attempt at the work and it is used as an evaluation of

knowledge.Slide12

Late Work

Recommended:

1. Must be turned in by unit exam/final summative assessment or natural deadline

2. Will become a 0 if after exam/natural deadlineSlide13

Current Challenges

We are still trying to define what are the standards required for “continued academic success”.

How are we holding students accountable and reporting that on a report card?

How are we continuing to communicate our policy and practices to parents and students?Slide14

Current Successes:

D/F data has dropped in the last year

For the class of 2015 there was

25% reduction in F’s from last year

8% reduction

in D’s

A focus of high expectations on student learning has evolved and affected the culture. We now have many more conversations about student learning than ever before. Slide15

Jennifer Seboldseboldjennifer@rockwood.k12.mo.us