Standards-Based Grading in
the Science Classroom
How do I make my grading support
student learning?
Ken Mattingly
ken.mattingly@rockcastle.kyschools.us
Julie Phillips
julie.phillips@rockcastle.kyschools.us
Standards-based Grading
• How do I make my
grading:
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Meaningful?
Defensible?
Student motivating?
Teacher friendly?
Infinite Campus
compatible?
– Administration
approved?
Our Job…
1. To show you how a
standards-based
grading system
works.
2. To show you how
standards-based
grading can improve
student motivation
and performance
We will do that by…
1. Sharing examples of formative and summative
assessments that focus on learning targets.
2. Presenting a method for using learning targets
as the structure for a standards-based grading
scale.
3. Sharing examples of student opportunities to
demonstrate target mastery that allows them to
take ownership of their learning.
Rockcastle County Middle
School
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625 students grades 6-8
2 teams per grade level
70% Free and reduced lunch
2007 AI – 95, 2008 AI – 98, 2009 AI – 105
Science P+D%:
– 2007: 70
– 2008: 73
– 2009: 84
Guidelines for Grading in
Standards-Based Systems
• Relate grading procedures to learning goals (targets)
• Use criterion-referenced performance standards as
references points to determine grades
• Limit the valued attributes included in grades to individual
achievement
• Sample student performance – do not include all scores in
grades
• Grade in pencil – keep records so they can be updated
easily
• Crunch numbers carefully – if at all
• Use quality assessments and properly recorded evidence
of achievement
• Discuss and involve students in assessment, including
grading, throughout the teaching/learning process
» Ken O’Connor, How to Grade for Learning, p. 44
Standards-based Grading in a
Nutshell
• Focuses on whether students know what you
want them to know
• Provides opportunities for variable learning
paces
• Rewards students who continue to try mastering
the information/concepts
• Gives a clear indication of what students know
and don’t know
• Gives a clear picture of where your instruction is
being effective/ineffective
The Backbone of a Good
Standards-based system?
• Learning Targets that are:
– Clear to all stakeholders
– Communicated to students
– Measured regularly
– Adjustments to learning made
Student Friendly Learning Target
Example
• Standard: SC-07-4.6.2 Students will:
– describe the transfer and/or
transformations of energy which occur in
examples that involve several different
forms of energy (e.g., heat, electrical, light,
motion of objects and chemical).
– Explain, qualitatively or quantitatively, that
heat lost by hot object equals the heat
gained by cold object.
Student Friendly Learning Target
Example
1. I can give examples of energy.
2. I can give examples of energy transfer. That
means when energy is moved from one object
to another.
3. I can give examples of energy transformations.
That means when energy is changed from one
form to another form.
4. I can describe the exchange of energy
between hot objects and cold objects.
Clear, Student-friendly Targets
• Turn knowledge, skill, reasoning, and
product pieces into “I can” target statements.
• Targets should use student-friendly
language.
• Targets should be attainable.
• Provide clear, stationary targets for students
to aim at and they will hit them.
• Give students a copy of learning targets for
the unit.
Students who can identify what they are
learning significantly outscore those who
cannot.
– Robert Marzano
Assessment
• Formative
– Tied to how student is doing on a particular target
– Use to identify growth areas and show how to close
the mastery gap
– Generally not included in grading of target mastery
• Summative
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Includes assessment items for all targets in a unit
Diagnoses strengths and weaknesses of student
Provides road map for attaining target mastery
Determines current performance on targets
Using Targets for
Post-Assessment Development
• Matching the assessment method to the
type of target.
• Determining adequate sampling size.
• Assessment format considerations: open
response vs. multiple-choice, time
constraints
• Quality of questions, information value of
incorrect answers
Summative Feedback
• Before using targets: score 65%
– Student knows what questions they got
right/wrong
– Kept the score and went on, maybe reviewed,
but still went on
– No diagnosis of problems and ways to
address them – perhaps taking a test again
but no plan as to what to focus on
– No idea on student or teacher’s part of
strengths and weaknesses
Summative Feedback
• After using targets: score 65%
– Get results broken out by target
– Students know what they do well and what
they need to work on
– Students have opportunities to work on
identified targets and gain understanding
before trying again to show mastery
– Diagnostic tool to show strengths and
weaknesses by student and class
Re-testing
• Students have received summative
assessment results by target
• Identify targets needing improvement
• Work on target practice in preparation for
re-testing
• Re-test only over identified targets
• Evaluate results, rinse, and repeat!
Our Grading Format
• All assessments, formative and summative, are
based on learning targets
• Students’ grades are based on how well they
show mastery of learning targets
• Behaviors are not factored into grade unless the
behavior is an identified and communicated
learning target
• Students are aware of targets being assessed
• Students are given multiple opportunities to
demonstrate mastery of targets
No Grades for…
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Homework
Activities
Class work
Behavior
Quizzes
Formative assessments
Learning Target Performance
Criterion
• Student performance is divided into three
categories
– Basic
– Developing
– Mastery
• Students receive a score of 1, 2, or 3 for
each target depending on their
performance
Summative
Assessment
• Provides
itemized
feedback on
performance per
learning target
Why Do We Need a Grade?
• They will be around for a while
• Parents expect and “understand” them
• Students need something to compare their
learning to
• Communities are not ready for “no grades”
• Administrators are not ready for “no
grades” 
So Where’s the Grade?
• Total points possible for each target is 3
• Total points for unit is number of targets
times 3
• Students total points earned divided by
total unit points gives percentage
• All 2’s (developing) = 67% D
• ½ 2’s and ½ 3’s = 83% low B
• All 3’s (mastery) = 100% A
Re-testing
• Opportunities for re-teaching
– Reviewing test results
– Learning target practice
– Classroom time
• Re-test by target
– Targets receiving 1’s must be worked on
– Targets receiving 2’s can be worked on
• Results on re-test provide information for
further narrowing of mastery gap
Infinite Campus
• Targets are entered as different
assignments
• Assignment is given a name “Ecosystem
Learning Target #1”
• Assignment description contains the target
statement
• Each assignment is worth a maximum of 3
points
Infinite Campus Information
• Section Summary report gives a great deal
of information
• Reading across a student line tells how
the student is doing on each target
• Reading down the learning target column
tells how the class is doing per target
Today’s Take Home Message on
Standards-Based Grading
• Students are graded on their mastery of
standards (learning targets)
• There are communicable levels of performance
leading to mastery
• Only mastery of standards is included on grade
calculation
• Students receive multiple opportunities to show
mastery of standards
• Standards-based grading gives students the
chance to take ownership of their performance