Standards Based Grading
in the Classroom
Part 2 - Assessing Student
Performance
Kim Lackey, Denise Pahl, Julie Weitzel
Rockwood School District
Eureka, Missouri
http://eurekaworldlanguage.wikispaces.com/home
What was your take-away
from yesterday? / What is
your experience with
Standards Based Grading?
● What are the “Standards” for your curricular area?
● What should count in a grade / What should grades
reflect?
● Strategies for participation, homework, cheating, late
work, low-quality work
● Managing Reassessments
● Gradebook categories that support Standards Based
Learning / Grading
Unit Planning
What are our
objectives?
What will be
assessed?
What will
be the
focus?
What
resources do
we need?
(Beyond the
textbook…)
How will it
be
assessed?
Which
standards
will be
addressed?
How will
culture be
interwoven?
What does
this look like
in the “real
world”?
How will it be assessed?
• How will students demonstrate what they
know and are able to do?
• What will excellence look like?
• What essential skills are necessary for
success?
• What will they learn by completing the
assessment?
• How will I provide students with feedback
about where they are in their learning?
How can we design a scoring guide
that is...
• gives meaningful feedback to teachers,
students, and parents,
• uses standards-based indicators (advanced,
proficient, developing, minimal),
• unpacks the standards into criteria that reflect
essential skills and knowledge (I can
statements),
• and uses a logical/mathematically-sound
conversion to percentages that is student,
parent, and gradebook friendly and uses a 50100 scale?
Common Vocabulary used on
Scoring Guides
Rarely /
Never
Sometimes
/ Rarely
Can
confidently
move
forward
Usually
Always
Best Practices for using
Scoring Guides
• Limit criteria to essential skills only.
• Share the scoring guides with students in
advance!
• Formative work is key.
• Students can practice using the scoring
guide on a sample assessment.
• Students can have a voice in the
development of the scoring guide.
• Grade while it still matters.
• Feedback immediately communicates
students’ strengths and weaknesses.
Student Reaction to Scoring Guides
We apply this same scoring guide
format to...
• Presentational Speaking Assessments
• Reading and Listening Assessments
• Interpersonal Speaking and Writing
•
•
•
•
•
Assessments
Vocabulary Assessments
Grammar Assessments
Cultural Competence Assessments
Pronunciation Assessments
and more!
Today’s Next Steps:
• See examples of unit plans and understand
how different standards are assessed in
different units.
• See some ideas for different types of
assessments that might spark ideas for
something you could do.
• See lots of different types of scoring guides
and think “outside of the box.”
• Learn the technical steps for creating this
type of scoring guide.
Examples of assessments in the
context of units from levels II, III, and IV
• Mi casa es su casa unit – Spanish III
• Mitos y leyendas unit – Spanish II
• El cine español unit – Spanish IV
Vocabulary Comprehension
Scoring Guide
Vocabulary Production
Vocabulary Production
Scoring Guide
Scoring Guide - Long version
Interpersonal Writing
• Prompt: ¿Dónde vives? ¿Cómo es tu
hogar?
• Ideal = Students work in pairs
• Google Docs - One student creates a
Document using Google Docs and shares it
with their partner.
• Google Docs allows students to work
collaboratively on the same document and to
see the changes their partner makes.
• Use Bold and Italics to show who is
“talking.”
Scoring Guide
Presentational Speaking - video
Scoring Guide
Interpretive Viewing
Students will watch 4 shorts videos. These
have been downloaded from YouTube.
Interpretive Viewing: Source, Purpose,
and Intended Audience
Interpretive Viewing: Supporting Details
Interpretive Viewing: Vocabulary in Context
Interpretive Viewing: Scoring Guide
Grammar Assessment
Grammar Scoring Guide
Interpretive Reading
Interpretive reading:
Supporting Details
Interpretive Reading
Supporting Details
Interpretive Reading:
Grammar interpretation
Interpretive Reading:
Meaning from context
Interpretive Reading:
Main idea
Interpretive Reading:
Scoring Guide
Presentational Writing
Escribe “La leyenda del nopal” en tus propias palabras. Usa el pretérito y el
imperfecto para narrar en el pasado.
Presentational Writing
El cine español - Spanish IV
Interpersonal Speaking
• Must have lots of formative practice (daily
conversations about high interest topics)
• Small group conversations, “Speed dating”
activity, one-on-one conversations with
teacher
• Work to find solutions to classroom
management challenges
• Goal - conversations with native speakers!
Interpersonal Speaking
Scoring Guide
Pronunciation Assessment
Pronunciation Scoring Guide
Lifelong Learning
Project
Lifelong Learning
Project
What about final exams and
semester grades?
• Final Exams should reflect the same scoring
categories that students have been assessed on
all semester.
• Don’t just start with the 150 multiple choice
questions from last year because they’re already
done.
• Final grades: Should what happened in the
beginning of the semester be de-emphasized in
favor of more recent evidence of student
knowledge/ability?
What do I need to know (technically
speaking) to create this type of
scoring guide?
• Decide which Standard you will assess.
• Decide what the Essential Skills are for that standard and the
criteria that will be used to assess the essential skills
(computation, reasoning, application of content, vocabulary
use, elements of design, etc).
• Decide if you want to weight each criteria the same (1, 2, 3,
4? 1, 2, 3? 2, 4, 6, 8?)
• Count up the total number of points for the lowest possible
score. Count up the total number of points for the highest
possible score.
What do I need to know (technically
speaking) to create this type of
scoring guide?
Figure how many boxes you need. If it’s a lot, using
landscape orientation can help fit it all in.
Formula for percentages:
· (# of boxes – 1) = X
· 50 ÷ X = Y
· Subtract Y from 100 and each result to get the
percentages. Round off to nearest 10th.
What do I need to know (technically
speaking) to create this type of
scoring guide?
Adding performance levels
When deciding the cut off for Advanced, Proficient,
Developing, and Minimal, you may want to consider what
a student needs to get to have each total raw score. For
example, if a student has 2 “Proficient” scores and 1
“Advanced” score, their overall score would be
“Proficient.”
3
4
50%
55.5%
Minimal
5
6
7
8
9
10
61.1% 66.7% 72.2% 77.8% 83.3% 88.9%
Developing
Proficient
11
12
94.4%
100%
Advanced
Let’s create a template!
What do I need to know to create
this type of scoring guide using
Microsoft Word?
•
•
•
•
•
Microsoft Word - Tables!
Distribute Columns - the Equalizer
Split and Merge Cells
Basic Counting
How to follow a formula (or cut and paste)
Key Points
• Let the Standards for your curricular area
guide everything that you do with your
students!
• Choose to include assessments of what
students know and are able to do in the
language in your gradebook.
• Make unit planning a priority and choose
real-world scenarios with logical assessments.
• Work together and develop your skills and
resources over time.
What will be your take-away from
this morning? Who will you
share this with?
• Unit Planning
• Scoring Guides - standards based,
proficiency indicators, 50-100 scale,
conversion to gradebook-friendly
percentages, meaningful feedback.
• Specific Assessment Types
• Final exams and the end of the semester
• Creation of scoring guides