Standards Based Grading In Math Mandy Bruce (PJ), Abby Highland - - PowerPoint PPT Presentation

Standards Based Grading In Math

Mandy Bruce (PJ), Abby Highland (KJ), Rachel Hinshaw (CJ)

Standards Based Grading Resources

Located on Unit 5 website: (Parents, Standards Based Grading, Resources)

• Companion Document - list of standards and

description for each performance level

• Guidebook & Roadmap - provides information

about the transition to SBG

Performance Levels in Math

• 0 - Student has not submitted or produced evidence

(absences, pre-assessments, refusal to answer)

• 1 - Students did not get majority of the content correct,

shows they are just at the starting point. ■ Kid Language: I’m not there yet, I am still learning, Need a lot of help with this, I need a lot more practice, I must keep working on this

Performance Levels in Math cont.

• 2 - Students know part of the standard and/or are

inconsistent with their evidence of understanding ■ Standard has multiple learning targets, and student answers only some of the targets correctly.

• Ex: 6.NS.3 Add, subtract, multiply & divide multi-digit decimals

using the standard algorithm.

■ Students do not consistently show evidence of understanding. ■ Kid language: I still have room to grow, I am almost there, I am part way there, I am close, I can do this with a little more help

Performance Levels in Math cont.

• 3 - Student demonstrates they can consistently answer the

questions for all parts of the standard. ■ Little to no errors ■ If there are errors, they are minor and do not show a lack of understanding on key components of the target ■ Kid Language: I understand the target, I learned what I was supposed to, I got this, I don’t need help, I’ve done well, I did it, I get it now

Performance Levels in Math cont.

• 4 - Student shows a deeper understanding of the content.

■ Many assessments have specific questions that are used to gauge a deeper understanding of the standard.

• Questions have an * by them on the assessment
• Not all standards have the ability to show a deeper

understanding (4) ■ Kid language: I’ve mastered this, I am above standards, I can show more than I was taught, I can teach this, I exceeded the standard.

Evidence collected by teacher

Formative - feedback during the learning process, not used to calculate the overall performance level

• Homework (marked as practice on TeacherEase)
• In-class check up

Summative - evaluation of learning that has occurred, is used to calculate the overall performance level

• Assessments (quiz, test)
• Projects

Retakes

• Students are allowed to retake an assessment in order to

demonstrate a higher performance level.

• Students must adhere to the protocols set by the math

department and their teacher.

• If a student scores a 1, teacher will initiate a retake.
• If a student earns a 2, a retake is possible. Student must

initiate the retake process.

• If a student earns a 3, the student may initiate a plan with the

instructor to demonstrate learning beyond standard expectation.