Standards-Based Reporting
Welcome to the
SBG Journey
Heather Naro and Rob Brewitt
April 2, 2014
Workshop Outcomes
• Student engagement
• Grading practices, what is SBR?
• Report cards at ISE
Grit
Turn and Talk
With a neighbor, discuss how grit is important
to learning for your child.
Setting the Stage
• Motivation
• Growth
Mindset
• Drive
Assessment to
Improve Instruction
• “It is very difficult for students to
achieve a learning goal unless they
understand that goal and can assess
what they need to do to reach it. So
self-assessment is essential to
learning.”
Paul Black et al. 2003
Fixed Mind Set
✓Children are born gifted
✓Children have natural talent
✓Their traits are set in stone
Growth Mind Set
✓Success comes from effort
✓Success comes from practice
✓Success comes from hard work
Turn and Talk
• Do you have a growth or fixed mindset?
“People are, to a large extend, in charge
of their own intelligence. Being smart and staying smart - is not just a gift, not
just a product of their genetic good
fortune, it is very much a product of
what they put into it.”
Carol Dweck, PhD
Drive and Motivation
Daniel Pink
• We need to
move kids
toward
autonomy,
mastery, and
purpose.
Offer Praise… The Right Way
• Praise effort and strategy, not
intelligence
• Make praise specific
• Offer praise only when there's a good
reason for it
Traditional Grading:
Potential Factors
Behavior
Late Work
Average
Grade
Delete
Lowest
Grade
Median Grade
“C
”
Academic
Performance
Homework
Extra Credit
Following
Instructions
Weighted Grade
Effort
Participation
Kevin Hawkins
International School of Prague (2012)
Why Standards-Based?
“There is a century of consistent
evidence that makes the need for
change in grading policies
obvious.... many common grading
practices are ineffective and
counterproductive.”
Douglas Reeves
Why Standards-Based?
•
Our experience shows us that standardsbased assessment and reporting is best for
student learning.
•
Standards-based is a growth model rather
than a deficit model. It promotes
improvement and mastery learning.
•
Remember....teacher’s are still teaching and
the kids are still learning. This is just a new
perspective on assessment and reporting
that refocuses energy on growth.
Schools Implementing SBA
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Hong Kong International School
International School Eastern Seaboard
Singapore American School
American School of Doha
Shekou International School
International School of Bangkok
International School of Prague
Jakarta International School
Beijing BISS International School
Concordia International School Shanghai
Shanghai American School
American School of Warsaw
Anglo-American School of Moscow
Bangkok Pattana School
Canadian Academy
American International School of Guangzhou
NESA Reporting Project
Universities Without Letter Grades
The following universities don’t have letter grades or
don’t distribute them:
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Antioch University
Alverno College
Bennington College
Evergreen State College
Fairhaven College
Goddard College
Hampshire College
Harvey Mudd College (for freshmen)
MIT (first semester)
New College of Florida
Reed College
Sarah Lawrence College
St. John’s College
Several Law Schools: Stanford, Berkley, Yale, Harvard, Columbia, Georgetown
Standards-Based
Assessment & Reporting
A process where each
student’s performance is assessed
against criteria of learning targets within
a specific subject. The standards-based
report card communicates progress
towards mastery of learning standards.
“In a standards-based school, students
are active in thinking about their
learning. They know where they’re
going, where they are now and how to
close the gap between the two.”
Rick Stiggins
New Role for Educators
• Shift from teaching
TO
• ...ensuring that all students are learning.
• “Do our grading practices reflect this
new role?”
Report Cards
Developing a Standards-Based
Reporting System
SBG
Determine “Reportables”
•
These are academic “standards” for the report
card
•
Reportables are anchored back to the K12
standards
•
Cognitive skills
•
Learning competencies
•
Performance outcomes
Determine Work Habits
• Use process grading criteria
• Work habits and behaviors
• Social learning skills and effort
• Expected Student Learning Results
• It can include checklists for selfevaluation
The Scale
Achievement
Descriptors
Behavior
Descriptors
Exemplifies (EX)
Consistently
Proficient (PR)
Usually
Approaching (AS)
Rarely
Concern (CO)
What Does it Look Like?
ESLRs
Comments
Reportables
Comments
Reportables
Comments
ISE PROGRESS REPORT
October 17, 2014
Subject:
ESLRs
Reportables
Teacher:
Student:
Expected Student Learning Results (ESLRs)
Critical Self-Directed Thinkers
Independently problem solves
st
Empowered 21 Century Learners
Uses Technology to enhance learning
Effective Communicators
Works well with others and communicates ideas
Responsible Global Leaders
Completes work on time and meets and classroom responsibilities
Q1
Learning Standards for Humanities
Standard 1
Explanation: (Students to fill in explaining the rational for their evaluation)
Q1
EX
Evidence In:
Standard 4
Explanation:
CO
Evidence In:
Standard 5 (allow up to 5 standards per subject?)
Explanation:
CO
Grade to Date: C+ to B
Q3
Q4
-
PR
Teacher Signature:
Q2
+
Evidence In:
Standard 3
Explanation:
(Student to fill in at least two agreed goals)
Q4
++
AP
Comments:
Student Improvement Goals:
Q3
+
Evidence In: (Students to provide assignment names to serve for examples of standards met)
Standard 2
Explanation:
Evidence In:
Q2
ISE REPORT CARD
December 19, 2014
Subject:
ESLRs
Reportables
Teacher:
Student:
Expected Student Learning Results (ESLRs)
Critical Self-Directed Thinkers
Independently problem solves
st
Empowered 21 Century Learners
Uses Technology to enhance learning
Effective Communicators
Works well with others and communicates ideas
Responsible Global Leaders
Completes work on time and meets and classroom responsibilities
Q1
Learning Standards for Humanities
Standard 1
Explanation: (Students to fill in explaining the rational for their evaluation)
Q1
EX
Q2
Q3
Q4
Q2
Q3
Q4
+
++
+
-
Evidence In: (Students to provide assignment names to serve for examples of standards met)
Standard 2
Explanation:
AP
Evidence In:
Standard 3
Explanation:
PR
Evidence In:
Standard 4
Explanation:
CO
Evidence In:
Standard 5 (allow up to 7 standards per subject?)
Explanation:
CO
Evidence In:
Comments:
Student Improvement Goals:
(Student to fill in at least two agreed goals. May also use this comment on achievement of past goals?)
Teacher Evaluative Comments:
(Teacher to fill in with comments based on students’ performance)
Semester Grade:
B-
Questions?
How do you see this assessment and
reporting systems improving student
learning?