Traditional grading and standards based reporting

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Traditional Grading and Standards-Based Reporting

Problems with Traditional Grading Systems

Motivation is on Grades, Not Learning ,[object Object],[object Object],[object Object]

Traditional Report Cards are Undecipherable ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Traditional Grading Doesn’t Separate Learning from Study Skills ,[object Object],[object Object]

Traditional Grading Doesn’t Account for the Growth of a Child ,[object Object]

Motivation is on Learning, Not Grades ,[object Object],[object Object]

Separating Learning from Study Skills More Accurately Reflects Both ,[object Object],[object Object]

Standards-Based Reporting Allows a Child to Grow ,[object Object]

What Does Standards-Based Reporting Look Like? ,[object Object],[object Object],[object Object]

What Does Standards-Based Reporting Look Like? With help, partial success at 2.0 content and 3.0 content. 1 Student can determine importance, but misses some important ideas. 2 Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) 3

What Does Standards-Based Reporting Look Like? Traditional Standards-Based Reporting With help, partial success at 2.0 content and 3.0 content. Student can determine importance, but misses some important ideas. Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) D 74.3% - 64.5% 1 B-C 92.4% - 74.5% 2 A 100%-92.5% 3

No Artificial Ceiling on Motivation ,[object Object],[object Object]

What Does Standards-Based Reporting Look Like? Student can determine importance in texts that do not use a proliferation of text features. 4 With help, partial success at 2.0 content and 3.0 content. 1 Student can determine importance, but misses some important ideas. 2 Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) 3

What Does Standards-Based Reporting Look Like? ? Student can determine importance in texts that do not use a proliferation of text features. 4 Traditional Standards-Based Reporting With help, partial success at 2.0 content and 3.0 content. Student can determine importance, but misses some important ideas. Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) D 74.3% - 64.5% 1 B-C 92.4% - 74.5% 2 A 100%-92.5% 3

Standards-Based Report Card 3 2.5 3 Reading Fluency 3 2 n/a Literary Analysis 3 2.5 2 Reading for Main Ideas T 3 T 2 T 1 Reading 1 3 3 Behavior 2 3 1 Work Completion 3 2.5 1 Participation T 3 T 2 T 1 Study Skills

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Traditional grading and standards based reporting

1. Traditional Grading and Standards-Based Reporting

2. Problems with Traditional Grading Systems

6. Traditional Grading is Very Subjective

8. Standards-Based Reporting

10.

11.

12.

13.

14. What Does Standards-Based Reporting Look Like? With help, partial success at 2.0 content and 3.0 content. 1 Student can determine importance, but misses some important ideas. 2 Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) 3

15. What Does Standards-Based Reporting Look Like? Traditional Standards-Based Reporting With help, partial success at 2.0 content and 3.0 content. Student can determine importance, but misses some important ideas. Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) D 74.3% - 64.5% 1 B-C 92.4% - 74.5% 2 A 100%-92.5% 3

16.

17. What Does Standards-Based Reporting Look Like? Student can determine importance in texts that do not use a proliferation of text features. 4 With help, partial success at 2.0 content and 3.0 content. 1 Student can determine importance, but misses some important ideas. 2 Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) 3

18. What Does Standards-Based Reporting Look Like? ? Student can determine importance in texts that do not use a proliferation of text features. 4 Traditional Standards-Based Reporting With help, partial success at 2.0 content and 3.0 content. Student can determine importance, but misses some important ideas. Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) D 74.3% - 64.5% 1 B-C 92.4% - 74.5% 2 A 100%-92.5% 3

19. Standards-Based Report Card 3 2.5 3 Reading Fluency 3 2 n/a Literary Analysis 3 2.5 2 Reading for Main Ideas T 3 T 2 T 1 Reading 1 3 3 Behavior 2 3 1 Work Completion 3 2.5 1 Participation T 3 T 2 T 1 Study Skills