Good evening and welcome to #sblchat! Tonight we will be sharing ideas and resources for implementing Standards Based Learning and Grading. Please start intros! Name, location, role...
Rik in MA, honored to welcome You to your Standards-Based Learning & Grading Crew. Tonight is on "Resource Sharing" so be ready to tweet your go to resources! #sblchat
I'm Garnet, an educational consultant and author (first time for that one!) from the Chicagoland area. Glad to be moderating alongside my friend @RoweRikW! #sblchat
Like this tweet if you're new to #sblchat so we can welcome you to the Crew. You'll want to connect with these dedicated educators and make them part of your PLN!
A1 - To introduce Standards-Based Learning & Grading, we share how this approach focuses on Goals, offers specific Feedback, and encourages Learners to Persevere until the learning happens. #sblchat
A1 - We show that with Standards-Based Grading, Learners have 2nd, 3rd, & 4th opportunities to acquire the learning without deductions or punishments. #sblchat
A1 When talking with parents about a change in grading practices, start with”‘I care about your child & their learning. That’s why I am making the change.” This creates common ground moving forward. #sblchat
#sblchat A1. We created a Proficiency Based Learning Handbook for parents and students. Very comprehensive, meaning pretty dense. We do have some one pagers that we created. I'll find them and post.
A1: We created a webpage that is linked from our homepage on our district page. Shows flyers, videos, etc. explaining everything we do with our Target-Based System of Learning!
https://t.co/9ZrSH24qLn#sblchat
A1. We created "Talking Points" document for staff prior to making the transition so Ts were all giving the same message when questions came up from parents. #sblchat
A1: Still working on this one as admin. I talk to parents about reporting all the time. I see my role as supporting teachers to move this way and help in that parent/student communication. #sblchat
When introducing SBG, be clear about what does NOT need to change. Still have transcripts for college, etc. See the article from @kenoc@leeannjung and me from the May Ed Leadership.
#sblchathttps://t.co/9td2zVw02X
A1 School leader perspective:
Separate the concept of "learning" from "schooling" with Ts and school community.
+
Share vision of the future around the concept of "Why Change?".
Use every communication tool available. #sblchat
A1: We rolled out SBL to students and talked through what it looks like in the practical day to day, and then went deep with parents with literature, etc. #sblchat
A1: I️ spend time staging a standards-based mindset, then have Ss email their Ps a summary explaination with a link to my website (https://t.co/zhFoqhHw9j) #sblchat
A1: had parent meetings...more parent meetings...student meetings...more parent meetings...more student meetings...more parent meetings... :-) Still could have had more meetings. #sblchat#1stEDU
A1: Show the importance and relevance of SBL. In the real world, students aren't aiming for a "grade". They're aiming for proficiency, hard work, and revision. #sblchat
A1 School leader perspective:
Separate the concept of "learning" from "schooling" with Ts and school community.
+
Share vision of the future around the concept of "Why Change?".
Use every communication tool available. #sblchat
#sblchat We also spent a great deal of time w/Ss in helping them understand PBL. Student led conferences showing their work and the feedback they received while working. Kids really did a great job of convincing parents PBL worked for them.
A1: Show the importance and relevance of SBL. In the real world, students aren't aiming for a "grade". They're aiming for proficiency, hard work, and revision. #sblchat
Q2 What are your ‘go to’ resources (books, articles, videos) that you refer to regarding Standards Based Grading? (these can also be helpful to share with parents!) #sblchat
When starting the SBG discussion, let’s define clearly what “real world” means - a world of feedback and improvement, not of zeroes for errors in practice.
#sblchathttps://t.co/jJcGOx85a1
A1 We changed from traditional grading to SBG at high profile (middle school) international school .
Here was our pathway to change. https://t.co/4k0TzaD441#sblchat
When starting the SBG discussion, let’s define clearly what “real world” means - a world of feedback and improvement, not of zeroes for errors in practice.
#sblchathttps://t.co/jJcGOx85a1
A2 - A great resource is "On Your Mark" by @tguskey
Another helpful resource is "Formative Assessment & Standards-Based Grading" by @robertjmarzano#sblchat
A2 I also have been known to show off Harvard's admission page that talks about what they look for (hint, it doesn't mention grades!).
https://t.co/j7whY221M0#sblchat
Talking through growth mindset is always valuable when talking through standards-based learning, foundation and philosophy is key. https://t.co/UcDaOfmYIu#sblchat
A2 #sblchat Resources include @garnet_hillman and a book written about how to use SBG for Ss w/special needs. Author is Jung? @garnet_hillman can u help me?!
RT Q2 What are your ‘go to’ resources (books, articles, videos) that you refer to regarding Standards Based Grading? (these can also be helpful to share with parents!) #sblchat
#sblchat Anything that @rickwormeli2 puts out that discusses standards is and excellent resource for parents. To develop a scholarly foundation, anything by Black and Wiliam.
More books: And a couple projects I have been working on...I was privileged to write a forward for the new edition of How to Grade for Learning by @kenoc7 and my book Standards Based Learning in Action will be out in January! #sblchat
#sblchat Anything that @rickwormeli2 puts out that discusses standards is and excellent resource for parents. To develop a scholarly foundation, anything by Black and Wiliam.
A2: When we started this journey 10 years ago, @kenoc7 15 Fixes and the work of Wiggins & McTighe, Ainsworth, Wormeli, and Marzano all influenced our decision making. Foundational. #sblchat
More books: And a couple projects I have been working on...I was privileged to write a forward for the new edition of How to Grade for Learning by @kenoc7 and my book Standards Based Learning in Action will be out in January! #sblchat
Same here - just got the new edition of @kenoc7’s How to Grade for Learning - can’t wait to dive in! Start with Why is next I my audiobook cue #sblchat
In reply to
@KatieBudrow, @kenoc7, @DanielPink, @simonsinek, @kenoc7
A3 - We do not use rubrics...yet. Since we live by Universally Designed Learning, we recognize that Learners have various paths to their Personal Best. #sblchat#udlchat
A3: always align to a target or goal. It helps to have students design and create rubric with T supervision. Make them aware of differences between levels of measurement #sblchat
A3 Students are invaluable resources - involve them in the rubric creation process! It will increase student investment and provide them a very clear path to proficiency. #sblchat
Our website was a collaborative way to share our sb work (we call it outcome-based where I’m from). We still use it with students, parents and stakeholders. Not everything is perfect but it has much work. https://t.co/CdNKOtA6O5#sblchat
A3 I'm at an IB school. Our rubrics can be pages long. Let's narrow down the rubric to a few necessary concepts & a couple of numbers. Keep it simple, not crazy #sblchat
A3: For teachers who are relatively new with SBL, I think it's important that they collaborate with more experienced teachers. Creating these rubrics can be tricky, but it's always nice to have more eyes and assistance. #sblchat
We have worked very hard to create a set of transferable skills scales.
These include benchmark sheets (which we created and which have had an enormous impact on our instruction) #sblchathttps://t.co/L3GTdFVlzO
A4 - To be eligible to reassess, Learners are asked to submit requested Practice in order to receive Feedback. This Practice & Feedback loop usually closes the Learning Gap so Learners demonstrate at a high Proficiency Level. #sblchat
A3: It's important to start with creating a generic rubric for your school or district explaining what each level of proficiency represents. Whether that's 3 or 4 levels of performance. This helps in creating additional rubrics for each target! #sblchat
A4 Yes, Ss can redo assessments & evidence. However, it has become a problem since re-takes have gotten out of hand or we're finding some Ss just don't care. We continue to do what we can to make it work. #sblchat
Endless retakes are a source of great frustration for teachers. Consider the “menu system” - alternative evidence of proficiency instead (See “Elements of Grading” for an example).
#sblchathttps://t.co/jJcGOx85a1
A4 - No re-assessment until Practice has been done and errors in thinking have been communicated face to face. This usually yields "aha-moments" of understanding. #sblchat
A4 - Several 9th graders have been encouraged by our Standards-Based Learning environment to persevere through initial challenges at our high school. Already we're stimulating their education! #sblchat
A4 A ‘Request to Reassess’ form (paper or digital) is a nice way to have Ss take ownership of what they have done before reassessing. It will make record keeping easier and provide a platform for student reflection. #sblchat
A4 resubmits as many times as you want for full reassessment up through the end of the following unit. mastery petition and above/beyond work required for credit above proficient. quizzes don't get retakes, we do corrections with reflections #sblchat
A4: When I was in a classroom (senior maths) I always allowed re-assessments, but didn’t call them re-dos, but opportunities fir any student to demonstrate learning. No restrictions, except they had to demonstrate they were ready. #sblchat
A3
An example of one of our benchmark sheets. This is how to improve your thesis writing. We used math for this and we had great results.
Amazing what kids can do when they actually understand what we are asking them to do.#sblchathttps://t.co/fPPdKjhqF5
A4: Students must correct their assessment, sign up for an appt. to meet with me to check for understanding and have a conversation. They then can reassess. #sblchat
The best way I found to reduce the number of reassessments happening in my classroom was to make sure that students were prepared the first time around! #sblchat
@RoweRikW@garnet_hillman While K don't have grades... I think I might use a color-coded system using this sort of method when it comes to measuring whether or not Ss are retaining the material #SBLchat
A4: When I was in a classroom (senior maths) I always allowed re-assessments, but didn’t call them re-dos, but opportunities fir any student to demonstrate learning. No restrictions, except they had to demonstrate they were ready. #sblchat
A4: I have seen teachers struggle with reassessment when they don't have their assessments aligned and scored by target. Once target aligned assessments are in place, makes the approach to reassessment so much more manageable for teachers. #sblchat
Agreed! That's exactly why a fellow teacher and I made https://t.co/1LEUOoJjSC! Guided peer review is a powerful tool for preparing students for assessment. #sblchat
@RoweRikW@garnet_hillman In reference to last thing... Like this... Green = proficient, Blue = approaching, & like Yellow for needing further support #sblchat
A3: It's important to start with creating a generic rubric for your school or district explaining what each level of proficiency represents. Whether that's 3 or 4 levels of performance. This helps in creating additional rubrics for each target! #sblchat
The best way I found to reduce the number of reassessments happening in my classroom was to make sure that students were prepared the first time around! #sblchat
My students appreciate that we identify and close their gaps in understanding prior to the test. Test is an autopsy. Too late to find gaps then. #sblchat
My students appreciate that we identify and close their gaps in understanding prior to the test. Test is an autopsy. Too late to find gaps then. #sblchat
I remember using red, yellow and green cups fir students to use to show where they were during class. Green=all good. Yellow=slow down. Red=help! I’m lost. I’d ask those with green to help those with red. #sblchat
This was done in my high school Calculus class. I found it incredibly helpful and can definitely help a teacher monitor student progress throughout a given lesson. #sblchat
I remember using red, yellow and green cups fir students to use to show where they were during class. Green=all good. Yellow=slow down. Red=help! I’m lost. I’d ask those with green to help those with red. #sblchat
A4: If formative assessment is done well in the learning process, reassessment is less of an issue! Students and teachers already know the outcomes on the summative assessments before they take them! #sblchat
A5: Its tough not to convert. So few universities take portfolios. I would love to see them having these conversations so we can ALL focus on learning. #sblchat
A5 Remember - even if you have to convert to a letter grade, with Standards Based Grading that letter is more meaningful and communicative than in a traditional system. #sblchat
We must stop accepting “the computer made me do it” excuse for 100-point scales. Every grading system can be rescaled to 4,3,2,1,0.
#sblchathttps://t.co/jJcGOx85a1
A4: If formative assessment is done well in the learning process, reassessment is less of an issue! Students and teachers already know the outcomes on the summative assessments before they take them! #sblchat
A5: Nooooooo. I struggle when asked this. Standards based grading is about LEARNING. Not about letter grades. Just my opinion. Which is why I struggle. #sblchat
We do a variety of FA. I try to do at least 3 a period. Then we go through and write those concepts down and pick a time for them to come in and conference with me. #sblchat
Interested in hearing how your districts reconcile grading and assessment best practices with the traditional curricular and assessment restraints, real or believed, in AP courses #sblchat
#sblchat A5. This is our great frustration, yet we know is necessary in the short-term. We use a "Blended Grading Scale" that tries to convert from 1-4, to letter to numeric. Very confusing and misleading.
We can’t claim to be standards-based and then have graduation honors based on the difference between 3,99996 and 3.99995. It’s highest honors, high honors, and honors - all based on SBG.
#sblchathttps://t.co/jJcGOx85a1
A5: i implore Ts to use their judgement. Learning & grading is a subjective process (just like job interviews, college admittance). We can’t rely on computerized gradebooks to make these decisions. @kenoc7@tguskey#sblchat
A5 for “alignment” our district wants primaries to use 1-4 and intermediates to use 1/2 markers to show ‘progression’ (some radical askednkd going fractions if they could use 3.1415 for a math mark - I don’t think they caught the subtlety) #sblchat
A3. We still use a conversion from our 3 pt scale to a letter grade but Proficiency scores for each standard provide solid evidence to support the end of term letter grade. #sblchat
Instruction runs tech, not the other way around. Elec grade book vendors can and will rescale 4-0 rather than 100-0 and avoid the average.
#sblchathttps://t.co/jJcGOx85a1
A6 A level four can be demonstrated through real world application (unless the standard indicates this), increased complexity (in product or interpretation), or transfer of knowledge to a new situation. #sblchat
A6 - To earn a 4.0 (Blue) of Exemplary understanding, we request our Learners to teach the skill to two other Learners and have them earn at least a 3.0 (Green). We also value multiple approaches of demonstration. #sblchat
A6 we require proficiency + excellence + application beyond. excellence is about presentation/communication, and application is outside the topic of study #sblchat
A6 - great question - we see the 4 as one of the biggest challenges with implementing SBL
This is a blog we wrote:
“Wow me!” The Importanve of Articulating the 4
#sblchathttps://t.co/TaikrlG7Wx
A6 - To earn a 4.0 (Blue) of Exemplary understanding, we request our Learners to teach the skill to two other Learners and have them earn at least a 3.0 (Green). We also value multiple approaches of demonstration. #sblchat
A6: “summarize & explain concepts in your own words, clearly communicate (written / oral) understanding to others, apply knowledge or skill to different areas of study, synthesize learned material with new material” #sblchat
A6 - To earn a 4.0 (Blue) of Exemplary understanding, we request our Learners to teach the skill to two other Learners and have them earn at least a 3.0 (Green). We also value multiple approaches of demonstration. #sblchat
A6) At #TES we've really started looking at the verbs within the standard to define proficiency and then using Blooms to look at higher level thinking or real life application for level 4. New to this process #sblchat
Yeah - but it’s hard to find any encompassing word to describe how a student is doing in any subject. Need words and examples not a word (and definitely not just a letter!) #sblchat
A6: It depends a lot on the standard. Sometimes it is deepening skill/ understanding (moving up Blooms for example), sometimes it is increasing complexity (complex data, harder texts), sometimes it is applying in new contexts #sblchat
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A6: It depends a lot on the standard. Sometimes it is deepening skill/ understanding (moving up Blooms for example), sometimes it is increasing complexity (complex data, harder texts), sometimes it is applying in new contexts #sblchat
