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Examining Grading Practices

Vero Beach High School. Focus #3 Set Clear Expectations Focus #4 Base Grading on Standards. Examining Grading Practices. IRC School based and district administrators narrowed the focus to the following five areas:. Focus 1: A chievement Focus 2: Zeros Focus 3: Clear Expectations

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Examining Grading Practices

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  1. Vero Beach High School Focus #3 Set Clear Expectations Focus #4 Base Grading on Standards Examining Grading Practices

  2. IRC School based and district administrators narrowed the focus to the followingfive areas: • Focus 1:Achievement • Focus 2:Zeros • Focus 3: Clear Expectations • Focus 4: Mastery of Standards • Focus 5: Cheating

  3. Focus #2 Summary of Input Consensus • Students should be encouraged and held accountable to complete work. • A 0-5 point or 0-50 point scale system option appeared to solve many issues with the use of zeros. • Representatives of the grading practices committee have requested to meet with the school board members for a round table discussion to present/defend the final proposal submitted by this committee.

  4. Focus #2 Summary of Input (Cont’d) Concerns • Retakes/Make up work equals time constraints • Consistency with college transition • Attendance issues and resulting zeros • Students receive chance after chance  • Is “giving” 50% ethical? • Will this be a blanket policy for all grade levels & subject areas? • Is this just a current fad?

  5. The world is changing and the way teachers teach has changed. A new way of teaching requires a new way of reporting student achievement. Why Do We Need to Change?

  6. Why Do We Need To Change? • To identify the specific benchmarks each student is responsible for learning (benchmarks tested on FCAT) • To provide information on how well each student is learning these specific benchmarks

  7. Present Paradigm • Traditionally, report cards give a grade for a general subject which often includes subjective and behavioral factors that vary greatly from teacher to teacher.

  8. Paradigm Shift • Reported grades should identify mastery level of academic standards

  9. Focus #3Set Clear Expectations • Expectations based on Next Generation of Sunshine State Standards (NG SSS) • Clearly Defined and Subject Specific • Communicated to School Community

  10. Focus #4 Base Grading on Standards • Grading Must be Based Upon Individual Student’s Mastery Level of Next Generation Sunshine State Standards (NG SSS) • Criterion Referenced rather than Norm Referenced

  11. Standards-Based Grading • IS . . . • Clear and Consistent Assessments Based upon Mastery of Individual Standards. • IS NOT . . . • Growth and Progress based Upon Effort, Behavior and/or Attitude

  12. What is a Standards-Based Reporting System? It is a reporting system that communicates individual student progress toward meeting state standards. It does NOT compare one student with another.

  13. If you are going scuba diving, who do you want to fill your air tank?

  14. Scuba School —Line— of Mastery

  15. Brings much needed focus to curriculum development efforts Provides the impetus for new forms of student assessments Reduces meaningless paperwork & grading Needs to strike a healthy balance between a single assessment path and a plethora of choices Provides specific feedback on needed improvement It doesn’t allow students to mask their level of understanding with work habits. What have we learned about Standards-Based Assessment?

  16. Read “Helping Standards Make the GRADE” by Thomas R. Gruskey Answer the questionnaire Send your questionnaire as an attachment via email to Amy Falvey. Please give your input about the different focuses through our Grading Policy Forum. What Next?

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