Good evening and welcome to #sblchat (Standards Based Learning and Grading chat)! We are talking about Standards Based Reporting tonight. Please start intros...name, role, location
Good evening and welcome to #sblchat (Standards Based Learning and Grading chat)! We are talking about Standards Based Reporting tonight. Please start intros...name, role, location
Cody Charles, HS math teacher in central Iowa. Back for another chat!! This was the chat that got me started with twitter chats a couple years ago for those out there who are new to this #sblchat
Good evening and welcome to #sblchat (Standards Based Learning and Grading chat)! We are talking about Standards Based Reporting tonight. Please start intros...name, role, location
A1 The purpose of grading is to communicate where a student is in relation to the standard at a moment in time. So when a proficiency level is entered into a grade book, thatâs why! #sblchat
A1 To communicate learning. For me, that communication is solely for the parents, as students have already conferenced with me to determine proficiency. #sblchat
Because we have to. Partly serious. Itâs an attempt to measure growth but most times itâs a measure of how many points students earn. With #SBG itâs a look at where a S is currently on a continuum. #sblchat
A1: We enter grades to report academic achievement. We might consider work habits, too, but nonachievement factors should be tracked separately. #sblchat
A1: We put grades in grade books because of tradition. Otherwise, to show mastery. Of course, what assignments are graded complicates issues, as well as the myriad levels (%, A-F) within a gradebook. I still use grades, but am finding them harder to use;working to shift!
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A1 to have an open line of communication with all interested parties, student, parents, teachers on the current level of mastery toward standards. #sblchat
A1: So many ways to answer this question, but the primary reason is to communicate student learning with other, various stakeholders (assuming access to grade book by others). #thesimpleanswer đ #sblchat
A1: A record/grade in the grade book should record a proficiency level on a certain standard. In some cases students/parents can see this which would provide some feedback. #sblchat
A1: Ts put grades in grade books because theyâre required to. They SHOULD put them in to monitor student attainment of standards., and report where on the road to mastery the kid is. #sblchat
A2 Standards must be prioritized - there are simply too many to summatively assess! Some considerations...which skills must be mastered for the next grade level or course? Which skills go on throughout the year? Which skills may cross over to other content areas? #sblchat
A2. Since I teach science I have been using #NGSS wherever it applies. With other courses I determine the standards if I am the only one teaching it. Otherwise itâs a group effort. #sblchat
A2 For my project-based classroom, I bundled similar standards. I then looked at which ones would be used during learning compared to those that would show evidence of learning at the end of the project. #sblchat
If the learner understands what the mark means and how it relates to their individual learning progress, it's to his/her benefit. If it's for parents or the school, it's not the right reason. #sblchat
A2) Reporting should$ reflect what the student has learned. As such, standards should be based on what the student needs to learn to stay continuously in that zone of proximal development #ZPDchat#personalizedlearning#sblchat
A2 standards create learning objectives based on standards most necessary for success in the next level. Those learning objectives then go in the gradebook and the grades fluctuate as the student's level of mastery changes to show current progress #sblchat
A2: My teaching partner & I looked at our standards and decided what was most essential. These standards became the floor for ALL students. Everyone is held accountable for them. #sblchat
A2: These should be your Essential Standards - essential learnings the Ss need to move on to the next course/grade. The heart, brain, lungs of the course. Not the limbs. #sblchat
A2: prioritizing standards is a tricky subject. Somewhere between 500-600 standards for HS core classes alone. What determines what is TRULY a priority, if the common core says itâs a standard that must be met. The ultimate issue is priority standards are so âbroadâ #sblchat
A2 Identified priority standards that need to be reported on and assess those. Also, evidence for proficiency doesn't need to mean a written assessment. #sblchat
Iâve chatted with some Ts who allow Ss to select & focus on standards they need to meet, but how do we balance that with meeting large course objectives? Unless all aim for essential standards and other standards can be self-selected/tailored? #sblchat
Seems like an opportunity for balance here. There are usually some essential standards that would be common for all students in a given assessment, and then room for students to identify their own learning goals as well. #sblchat
A3: No grades until enough evidence has been collected to determine a true level of proficiency against the standard. Is one collected piece of evidence enough? In many cases, I'd say "no". #sblchat
A3 Well in my room, nothing goes into the grade book until the student says it can. We conference to determine proficiency. The goal is that nothing goes into the grade book until both the student and I are proud. #sblchat
A2 - We are using 3-dimensional #NGSS Performance Expectations... would love to hear how other science teachers decide between them. Currently writing/piloting units, and eventually wanting to address all PEs across 6-8, but seems like too much to do with fidelity. #sblchat
A3: A grade, or mark, should go in the grade book once Ss have had ample opportunity to practice. Then grade, or mark, should reflect most recent and most consistent performance results. #sblchat
I put each attempt at a standard in once it is completed. When an S is reassessed, the new grade replaces the old, with the old becoming a comment on the electronic gradebook. Itâs important to log each so Ss know where they are. #sblchat
I have to be careful but Iâll say it - do you mean Infinite Chaos? Higher Ed is getting on board as large numbers of colleges have said they are fine with standards-based grading. #sblchat
In reply to
@DrAngelaNewcomb, @DaveWheeler11, @InfiniteCampus
A3: A grade should go into the grade book after appropriate formative assessments have guided the Ss and the student has completed a summative assessment. That said, the grade can be altered after a student revises or redoes an assessment #sblchat
This is the route we are taking at #TES What does the next grade level need to see from the previous grade level is one way for us to define "essential." #sblchat
A3 i enter grades as students show any progress, then as mastery increases, the gradebook is updated so we, parents, students and i, can keep an eye on progress and see the improvements made and setbacks suffered as the student nears proficiency #sblchat
A3: Depends - Grades can go in at any time as long as they are fluid and able to be changed to show student progress and mastery...and grades show where Ss are towards mastery even if they didnât start there. (AKA Full credit for redos! đđđ) #sblchat
Thumbs up to this practice! I think Iâll have to get this a try in my class, as well. If anything, it creates a conversation about learning with the S. #sblchat
Thanks! I love it too. I run about six projects a year, so we conference at the end of each of those. Self-paced, so students end at different times anyway. Those that finish work on passion projects. #sblchat
A3 Grades shouldn't go into a grade book until students have had ample opportunities for attempts and feedback on the standards being assessed. Even then, if they come back to demonstrate deeper understanding, they should be allowed to do so. #sblchat
A3 - After a student completes (and, many times in my class, revises) a summative assessment. Also, when a student shows higher proficiency on a standard later on in the course. #sblchat
I lean more toward your second option. Putting arbitrary time constraints on learning can be misleading. Some content and subjects donât require a summative assessment so consistently #sblchat
A3 Well in my room, nothing goes into the grade book until the student says it can. We conference to determine proficiency. The goal is that nothing goes into the grade book until both the student and I are proud. #sblchat
A3 Scores for standards on summative assessments only should go into the grade book, but grades shouldnât be determined until there is sufficient quantity and variety of evidence on the standard to make a credible and defensible judgement. #sblchat
A3. It should be more about feedback during the formative process and less about the grades. Does there really ever need to be a grade if we provide consistent, quality feedback? #sblchat
A1- Tradition.
Measurement.
Because parents/ students expect it.
Because we feel like we should.
Because we donât know not to.
Because the system is set up that way.
#sblchat
A3: in a perfect world, âgradesâ are completely iterative. If this is the case, grades should be entered as so. In our current definition of grades, and in our online system, this may not be achievable #sblchat
A3 Scores for standards on summative assessments only should go into the grade book, but grades shouldnât be determined until there is sufficient quantity and variety of evidence on the standard to make a credible and defensible judgement. #sblchat
Infinite Chaos will let you add a star* next to the grade, and it doesnât count towards the âaverage.â Another curse word I donât like. #sblchat âïž đ đ«
I wish we didn't have to. But at some point we do need to make a decision about a proficiency level. However I wholeheartedly agree - feedback is where the learning happens! #sblchat
A3: If we put in a grade before weâre done assessing it, are we tempting students to be complacent (e.g. âItâs good enough for me.â)? And are we, as Ts, silently accepting it (especially if it fails to show proficiency)? #sblchat
A4 If formative work goes into the grade book, teachers can use the âno countâ setting to hold the data without impacting the final grade. #sblchat
A4 Nope. To quote @RStiggins, âWhile the learning is going on, and we're diagnosing and providing that good feedback, the grade book remains closed.â #sblchat
The way I have it set up is that I meet with a few each day. I get through them all within two weeks if all goes well. They are very patient (also helps that there are only six projects per year). I probably spent about five minutes with each student. #sblchat
A4 I think it confuses things to have both formative and summative in the same grade book (for both teachers and students). I prefer not to mix the messages and communicate the two differently. #sblchat
A4: Formative scores are fine in the grade book for communication - I'd prefer to have students track their formative progress but age is also a factor that my HS brain doesn't have to consider. #sblchat
A3: If we put in a grade before weâre done assessing it, are we tempting students to be complacent (e.g. âItâs good enough for me.â)? And are we, as Ts, silently accepting it (especially if it fails to show proficiency)? #sblchat
A3 Would it be helpful if we got rid of the words, 'grade' and 'grade book' to describe the description of student learning, especially in SBG? I still link those words to traditional grading. #sblchat
It was hard at first to get it all figured out (and make sure they all kept working without me). But it's been worth it. Now it is just part of our culture. #sblchat
A4: Formative grades can be entered for a record of progress in a gradebook, so long as they are not calculated with summative assessments. They could be seen, but not averaged/calculated #sblchat
A3- what is like to see? When it matters. When proficiency has been reached. When both sides can agree on finality of that marker.
What actually happens? Far different.
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A4 yes, as a practice (not for credit) score to help show progess tpwards mastery. Additionally, feedback to the students on formstive and summative progress is more important than the gradebook #sblchat
A3.2- I hate the term extra credit. Let them retake as many times as they want after some work. Same as a drivers test. Or the god bless itâs heart ACT. Or the PRAXIS (hits below the belt with that one)
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A4: the only reason I would say yes to this is if you want to show growth over a period of time, and have a tremendous amount of data to support what their grade truly represents #sblchat
A4) Again, for parent access and electronics, we do put them in. Key conversation with parents is that nothing is final, last score is the score #sblchat
Agreed that in today's reality we have to have a means determine and record progress toward proficiency, but we need to keep our focus as much as possible on what's best for the learner. #sblchat
I enter them as a no count grade so Ss, parents, and I can track what was done to work towards standards mastery for a summative assessment. It shows everyone why a âgradeâ might be the way it is. And there are Ss who donât need to do as much work to master. #sblchat
I agree with this, Matt. It's not just WHERE the formative feedback goes, it is in what form the feedback is given. If it looks like a summative grade, it feels like a summative grade, even if it isn't one. Feedback should take different forms. #sblchat
A4: Formative scores should be tracked (I have my Ss track their own), but shouldnât count towards their grade. FA are practice. Practice should be penalty free. #sblchat
Formative assessment is all about feedback not about the grade. Seems contrary to be attaching grades during the "growing" phase. It's like keeping score during practice. #sblchat
A4 IMO that isnât a good reason. We have to help parents to be assessment literate and to understand that it is feedback that helps students to get better not scores. #sblchat
A4: Formative data might be marked in grade book as progressing or not yet...if Ps see little or no progress then Ts and Ss need to be held to that question. What feedback has been given? #sblchat
A4: With my principal hat on, the issue with NOT putting formative scores in Infinite Chaos would be the communication piece. If learning and progress were communicated another way, Iâm good, but tchrs would see that as a lot of work. Use the IC âš đ đ« instead. đ #sblchat
A4 - I would question the logic/purpose behind placing any kind of number/mark on a formative assessment?Feedback drives conversation and next steps, not a number/mark... #sblchat
A4 IMO that isnât a good reason. We have to help parents to be assessment literate and to understand that it is feedback that helps students to get better not scores. #sblchat
A5 Behavioral data can be captured in a grade book, but does not have to be. The nice part about it is that it will be in the same place as the academic achievement data. #sblchat
A4 Ken, doesnât the research show that if we put scores and feedback on formative assessments most students ignore the feedback? Thus the mantra - no scores, comment only on formative assessments.#sblchat
In short, we need to encourage Ps to ask their child about their progress (and teach Ss how to communicate it), and have them rely less on the grade book. #AndThatsALongRoad#sblchat
A5: Behavioral data is important. It should be recorded and reported. However it should never be part of an academic grade. AG should only be about attainment of standards. #sblchat
A5- not in a traditional points format. I do think we need to teach empathy, compassion, soft skills, but I donât see the need for a point value. Nor do I see the need to assign a grade to it. But in accountability world Iâm sure we will eventually. đ
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A5 Yes, but report it separately from academic achievement. In my district, we report out on four different behavioral categories called habits of success. #sblchat
A5 - My school uses a points-based gradebook, and we work to make SBG fit into it. Ideally, we would report behavior separately. Not possible in our case, so work quality/completion and participation are a total of 15%. #NGSS standards together are 85%. #sblchat
A5 absolutely not behavior has nothing to do with mastery of a standard. If u want to assess life and career skills put those in the grade book #sblchat
We do enter formative scores for communication, but they go in as a "0" weight category. This way, we can track mastery toward standards and use the body of evidence for the summative grade which is the only weighted category (Guskey) #sblchat
A5: Yes behavioral data can be recorded in grade book but MUST NOT impact academic grade. This is good for parents and students to see as well. #sblchat
Absolutely. But I assign a level to my students work. When they see their level (1, 2, 3 or 4), they donât think percentage/score. Instead they see an indication on where they are on learning progression. It guides them on what to do next. #sblchat
A5 - Behavior most definitely needs to be communicated, but including it in a grade book lends itself to muddying the waters... Tâs need to clearly report on learning and academic progress without making it personal... We are all human... #sblchat
A5.2- Why should participation matter? Why does it need âpointsâ. If the kid gets it and doesnât do busy work- then, weâll, they got it. Many of us sailed through college classes without raising a hand once.
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A5 yes as a comment, separate accounting from the actual grade so we can still communicate with all the necessary behaviors and progress of a student without making the grade anything less than academic achievement #sblchat
Yep, great point. My hope is that over time we get there but today 8 months into the change, we are doing what we can to educate everyone. Thanks for the thoughts, appreciated #sblchat
A5: Yes. It we donât have to call it a grade book. đ Can we rename / rebrand our reporting tool that represents what weâre actually intending to communicate? #MaybeSomeday#sblchat
A5. Natalie, why isnât it possible to separate behaviour from achievement? 15% can be the difference between an A and a C and between a C and an F. That shouldnât be possible if our grades are to have any meaning. #sblchat
A5 - I think everything should be communicated in the gradebook as a means of having a centrally located hub of behavioral and academic communication. We can have things in our gradebooks that do not affect the students' final grades. Important distinction to make. #sblchat
Am I close? Do I need help? Am I lost? Have I arrived? If I can get Ss to think this way, theyâre starting to develop their educational GPS. #sblchat
Back at @NomsMustangs, we had âProgress Gradesâ separate from academic grades. HW, effort, participation, creativity...BUT I think it can be dangerous depending on what âbehaviorsâ you are âgrading.â Student behavior is complex...just like student learning. #sblchat
Yes but as a separate category and with a scale different than the grading scale. It should not factor into the academic report card grade. Sad truth is many teachers use behavior to manipulate grades while still reporting the behavior separately. #sblchat
A6 Any grade book can be set up with the standards as the assignments so the proficiency levels/scores are organized by skill rather than task. #sblchat
I agree there as well. They get words to guide next steps but also get that number so they can track progress. When a kid gets a 1,1,2 for a target, then get a 3 on summative, they see improvement. Keep working and theyâll be successful. #sblchat
Well, the shift has been difficult and we are still working on it. LOTS of communication of the "why" to parents and students, but it matches our beliefs #sblchat
As I am one of 3 T in my using #SBG I developed a rating scale based on the established percents, using the highest level in each available letter grade. It was an idea from @rickwormeli2 and it seems to work well. #sblchat
A6 Put scores in under standards, not assignments/tasks. Keep behaviors separate and report them in the comments section. Use a conversion scale if needed. #sblchat
I can imagine the number of questions. But, it's all part of changing how we think about grades from some sort of achievement to a measure of learning. #sblchat
A6 Based on standards not assessment methods with scores as levels of proficiency not points and %. Never a single score for an assessment unless it is only assessing one standard. #sblchat
A6- In IC? A bunch of different, halfway good ways. 0 weight formatives. Building proficiency scales. Best way IMHO is an extremely discursive report format with student led conferences. Hard to reach that nirvana with 150 kids.
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Agreed. If there is any type of score students will only focus on that. Formatives are about the feedback and communication to the learning goal. #sblchat
A6: Weâre trying some fixes, specifically using standards and not methods to record learning. Still beholden to some tradition, but the fixes have improved the conversations with Ps and Ss. #sblchat
A6: Grade books can support SBG if assignments are tied to targets/standard. Also if scores, or marks, represent current attainment level, and if Ss have opportunities to demo improved learning later on and get full credit #sblchat
Good point. If we gave zeroes in those columns (we don't), then it could change the overall grade significantly.
In use, we haven't seen a marked effect on any S's grade. That said, we use points-based Powerschool - I'd love to know how to report separately w/meaning! #sblchat
U will get through it ...use videos to communicate to parents ...they will realize that ur new report card shares so much more then a letter grade #sblchat
Iâm always surprised, when after almost 20 years after Black and Wiliamâs work, there is still confusion between what formative assessment is and what it isnât. But I guess everything evolves and gets more nuanced and opaque at the same time. #sblchat
Thanks for another great chat everyone! Huge shout out to @garnet_hillman for being such awesome co-mod! See you all on April 18th for the next one! #sblchat
