dents like assessment, students like the pro- cess. The know which skills they need to im- prove (because we track them separately), they know how they can improve them. -How to Grade for Learning Students who aim for mastery goals tend to challenge themselves to apply what they learn, to regard mistakes as inevitable, and to capital- ize on errors as important sources of feedback. They expect to receive feedback on how well they are doing and how to improve. They find learning activities meaningful and strive to get the maximum benefits from them. They judge their progress against targeted criteria, not against the process of others. -Learning Targets: Helping Students Aim for Under- standing in Today's Lesson.
The 4.0 scale will be converted to a letter grade using the grading scale shown below. A: 3.75-4.00 A-: 3.50-3.74 B+: 3.25-3.49 B: 3.00-3.24 B-: 2.75-2.99 C+: 2.50-2.74 C: 2.00-2.49 C-: 1.75-1.99 D+: 1.50-1.74 D: 1.25-1.49 D-: 1.00-1.24 E: 0.00-0.99
Mindsets are beliefsbeliefs about yourself and your most basic qualities. Think about your intelligence, your talents, your person- ality. Are these qualities simply fixed traits, carved in stone and thats that? Or are they things you can cultivate throughout your life? People with a fixed mindset believe that their traits are just givens. They have a cer- tain amount of brains and talent and nothing can change that. If they have a lot, theyre all set, but if they dont... So people in this mindset worry about their traits and how adequate they are. They have something to prove to themselves and others. People with a growth mindset, on the other hand, see their qualities as things that can be developed through their dedication and effort. Sure theyre happy if theyre brainy or talented, but thats just the starting point. They understand that no one has ever ac- complished great thingsnot Mozart, Dar- win, or Michael Jordanwithout years of passionate practice and learning. The purpose of standards-based grading is to raise student achievement by clearly communi- cating a students progress toward learning out- comes. Learning outcomes are clearly communicated to students throughout instruction in the form of learning targets. Parents and students will be able to clearly see which learning outcomes have been mastered and which ones may require ad- ditional instruction. Conversations about grading should change from Did you complete your as- signment? to Tell me your understanding of this standard. Of all the aspects of our education system, non seem more impervious to change than grading and reporting. Changing long held traditions can be a difficult and lengthy process. This system will still translate to a letter grade and will report out letter grades in order to calcu- late GPAs on report cards and transcripts.
At its core, standards-based grading is a sys- tem where teachers report scores based on a students academic achievement in relation to the state standards. The purpose is to increase student achievement by clearly communicating a students progress toward learning outcomes in a timely, accurate, fair and specific manner. Standards-based grading differs from tradi- tional grading in many ways... Traditional Grading Take an accumulation of the points earned throughout a grading period, including prac- tice work. Includes subjective factors such as effort, attitude and attend- ance into a final grade. How many points to I need to get an A? Standards-Based Provides time for stu- dents to practice con- cepts and make mis- takes by grading on re- cent scores after a stu- dent has had time to master a concept. Values effort and attitude but reports a students achievement toward standards only. A student is given multi- ple opportunities to demonstrate proficiency toward a standard in any given grading period. What skills do I still need to learn? Above Standard (Expert) 4 My response shows I understand the content/skills completely and can explain them in detail. Can teach someone else. Above and beyond the standard. Uses new learning in unfamiliar situ- ations. Checks reasonableness at various points and/or changes methods/applies shortcuts.
At Standard (Proficient) 3
My response shows I understand the important things about the content/skills. Can help some- one find mistakes in their work. Meets the standard. Can suc- cessfully "Make one up and do it. Strong connection to prior experience. Can use skill out- side the classroom (in another class/life). Completes basic and intermediate problems.
Approaching Standard (Developing ) 2 My response shows I have a general understanding of the content/skills, but Im also con- fused about some important parts. More work to do to meet this standard. Makes attempts to identify pattern or structure. Attempts to select efficient method or shortcut. Completes basic problems.
Below Standard (Beginning) 1 My response shows I do not understand the concept/skills. Needs to work with teacher to meet this standard. Shows little to no evidence of making con- nections to prior experiences. Struggle to complete basic prob- lems. Dont know where to start. No Evidence 0
I have not provided evidence to show my level of understanding.