I really want to figure out how to set up a standards-based grading system for next year. I am struggling on what it should actually look like in Ties though. Has anyone taken on this challenge and feel like they are being successful?
These are the things I am torn on:
Should I be entering benchmarks, standards or objectives in the categories as opposed to have the typical tests, homework, etc categories?
Do I note the standard/benchmark that is being addressed in the "notes" so for every assessment, parents and students can see what standard is being addressed?
Do I switch to a 4 point system and if I do, how will that translate into letter grades for entering at the end of each quarter?
Do I use the same system for SpEd students?
These are just some of my questions. I have read the research, I love the idea, it makes complete sense, but I just can't wrap my head around the logistics of it.
I would really appreciate input/ideas if you have any.
OOOO - I am just going to upload a post about this very topic! I just got a skeleton grade book done and would be more than willing to share it with you. perhaps you have several good ideas on how I can modify mine! :) I'll upload the sample tomorrow (as I don't have it on my home computer!)
ReplyDeleteI am getting closer to having a vision of how I want my grade book to look like next year when I move to a standards-based one. I am a little nervous now because our principal at the junior high has asked that grade level departments have a common grading system. I am more than willing to alter what I have come up with if it is better for students, but I worry that not everyone will be on board with grading for mastery on the essential standards. It will be an interesting conversation that my department will be having the next couple of weeks and the beginning of next school year.
ReplyDeleteFor now, here are my ideas in how to enter everything into TIES:
Enter benchmarks in as different categories
Enter "Practice, Formative Assessments, Summative Assessments" in as definitions under each benchmark. I still want to document completion of work (even if it is just practice) so myself and parents can track what a student has been doing and seeing connections between the class work and how they perform on the assessments.
Then, in the comments box for each student I can list the specific assignment, activity, lab, practice, etc and document completion for the practice items and scores for the assessments.
This is just a start, I need to enter these into TIES to see how it will all logistically work out, but I am extremely excited.
For those of you who are interested in learning more about standards-based gradebooks and grading for mastery of the standards, here are all of the resources that I have looked at in order to get a good background of the topic and to see what research in regards to these things are out there.
Clymer, J. B., & Wiliam, D. (2007, January). Improving the way we grade science. Educational Leadership, 36-42.
Guskey, T. R. (2001, September). Helping standards make the grade. Educational Leadership, 20-27.
Guskey, T., & Jung, L. A. (2009). Grading and reporting in a standards-based environment: Implications for students with special needs. Theory into Practice, 48, 53-62. doi: 10.1080/00405840802577619
Lalley, J. P., & Gentile, J. R. (2009). Classroom assessment and grading to assure mastery. Theory into Practice, 48, 28-35. doi: 10.1080/00405840802577577
O’Connor, K. (2002). How to grade for learning: Linking grades to standards. Thousand Oaks, CA: Corwin Press.
Scriffiny, P. L. (2008, October). Seven reasons for standards-based grading. Educational Leadership, 70-74.
Taylor, L. R., Dickinson, E. D., Hoffman, R. G., Thacker, A. A., Campbell, H. L., Koger, L. E., & Deatz, R. C. (2008, September). Independent alignment review of the science Minnesota Comprehensive Assessment – Series II (MCA-II) (Research Report No. DFR-08-88). Retrieved from Minnesota Department of Education website: http://education.state.mn.us/mdeprod/groups/Assessment/documents/Report/035217.pdf
Wormeli, R. (2006). Fair isn’t always equal: Assessing and grading in the differentiated classroom. Portland, ME: Stenhouse.
I am glad you are finding more of a comfort zone with this. I felt the same way as you at the beginning of this year. I had gone to grad school with this type of grading, read Wormelli's book,took a class on Standard Based Assessment, went to Wormelli's workshop and I still felt lost/confused as to how it would look with TIES. The one thing that helped me a lot was meeting with Kelli Nelson, Driver, and others who do Standard Based Grading to see what their system looked like. Then I took a little from each one and made my own. I have tried it out now for a year and I LOVE how easy it is to communicate with parents- I actually feel like the student and I know exactly what they know and don't know. I really feel like it is best practice. Of course there are some things from my system that I will change for next year.
ReplyDeleteYour plan sounds good. If you need someone to discuss ideas with- I'm more than willing. My categories are my standards and the assessments go under each category.
And Wormelli will be speaking in Lakeville this summer if you are interested : )