Standards Based Grading Revisions
Posted on July 10, 2017 at 5:44 pm by Lisa
I am looking at revising my grading in my Algebra 2 classes. If you could kindly read and offer some feedback in the comments, that would be greatly appreciated!
For the past several years, I have used a form of Standards Based Grading. Assessments have grades for each learning target. Learning target scores are out of 10 points and students earn a score of anywhere of 5 (did not attempt) to 10 out of 10 points. In any given grading period, I have between 10 and 15 learning targets (so 100-150 points). Students can reassess any individual learning target.
|5||No attempt||I did not answer the questions and/or I did not show any of my thinking to answer the questions. Also given when I don’t show up for an assessment.||5/10 (50%)|
|6||Limited||I don’t get it. I don’t even think I am starting this problem right.||6/10 (60%)|
|7||Basic||I think I don’t get it. I can start the problem, but I cannot get very far in solving it.||7/10 (70%)|
|8||Competent||I get the idea. I can start the problems but I make some mistakes along the way.||8/10 (80%)|
|9||Proficient||I have a good idea of what I am doing. I make some minor mistakes or one major mistake along the way.||9/10 (90%)|
|10||Mastery||I know what I am doing. I can answer problems without making any mistakes. I can help other students with this kind of problem.||10/10 (100%)|
I wasn’t happy with how things worked out. Students were not completing practice problems (homework) and did not do as well as they could have. Students did not reassess. So, revisions were needed. Things that I have tried:
- Since students were not doing homework, I added in a 20 point homework learning target. I would mark whether students completed (1), partially completed (1/2), or did not really attempt (0) homework assignments. I would total up the number of points a student had, divided it by the number of homeworks the student was assigned and multiplied the decimal by 20 to get their homework learning target. While this did create accountability, I don’t think it really changed the behavior of most students in terms of whether or not they did the assigned problems. I did like that it did not put a heavy weight on homework.
- I have tried corrections in class the day after assessments. While this helped students’ grades, I don’t feel like they learned or retained the material well. Benchmarks and semester exams show that is true for many students.
This is my current brainstorm for the upcoming school year. I would appreciate any feedback in the comments.
I am looking at 3 components to student grades:
1) Individual Learning Targets – same as before. 10 points per learning target, scores between 5 and 10. Students may reassess as I had done in the past (they would need to come in outside of class and complete problems on that particular learning target). No corrections in class.
2) Homework – most grading periods, I have approximately 20 homeworks that I check. Rather than do the percentage deal, make each homework worth a point. Students can earn 1/2 point for partially completed assignments. Basically do the scoring the same but not make the final grade out of 20 points. Add them up and have one homework grade. Rather than having a grade like 17.5/20, a student’s homework grade would be 6/8 or 19.5/21 or whatever the total was at any point in the grading period. I think it will save hassle for me in the long run and be clearer to everyone where that grade comes from. As much as I would like to be rid of this grade, I cannot see doing so. It does provide accountability and gives some incentive to the students who were borderline on attempting it.
3) (This is the area I’m struggling with the most) I would like to add an additional section on assessments that would be previously taught material. Students still seem to feel that they need to learn the material for the assessment and then they can forget it. Although in Algebra 2. it seems like previous material comes up more, I want to make sure I continue to assess that material so that students will hopefully work to retain it better. I am thinking of having 2-3 problems from previously taught material and assess it similarly to the individual learning targets part of assessments. It would be a 10 point section on their assessment. However, unlike the learning target section, they could not reassess this portion of their assessment. I am still debating whether I would grade it on the same rubric I use for the Learning Target section (5 – 10 points) or if I would make each problem worth a certain amount and then give a score for each problem (i.e. problem 6 is worth 5 points, problem 7 is worth 2 points, and problem 8 is worth 3 points). I tend to give anywhere from 3-5 assessments in a grading period, so this would add an additional 30 to 50 points on the grading period. It would also lessen the affect of the homework points as a part of one’s grade.
If I add this additional component, something else I am debating is whether everyone would get the same kind of problems in the review portion. I usually make up 3-4 versions of the same assessment (to discourage wandering eyes). Would all versions have the same type of problems – for example, would all versions have factoring problems and a graphing quadratics problem? Or, would I choose different types of review problems for each version – for example, version 1 would have a factoring problem and a graphing quadratics problem, version 2 would have a solving quadratics problem and a vertex form problem, etc.? I think the latter may be perceived as not fair but I’m not sure I want everyone to know what the review problems would be so that they would be prepared. I’m still thinking that through.
Thanks for any feedback you can offer. I appreciate it.Tags: Grades, Standards Based Grading