Using a 4-Point Scale:
I will be using a 4-point scale when grading formative and summative assessments in my classes. I will not grade everything, but the things that are will be based on 4-point rubrics (Minimal, Approaching, Proficient, and Mastery).
Apparently, using a 4-point scale instead of a 0-100 scale will allow me to be more accurate in assigning grades and giving feedback. "Teachers were much more consistent when using grading scales with fewer categories, especially those with five categories or fewer." (18)
"The three most important [suggestions concerning grading] relate to criteria, consistency, and categories in grading." (26)
"(1) clearly define the criteria, (2) clearly specify the weight or relative emphasis each criterion should contribute to the grade for the piece of student work, and (3) apply the criteria and weights consistently." (27) To apply criteria and weights consistently, "use scales that don't require finer distinctions than you can reliably make." (30)
I will be using 4-point rubrics that will be readily available for students so the criteria and the points that can be earned are clear, and points will be awarded consistently.
"When well constructed, grading scales with fewer categories that describe clearly distinct levels of student mastery or proficiency are not only more reliable, but also offer students better information to guide improvements." (220)
Grading for Mastery, not Behavior
"Teachers must also make sure these criteria describe students' learning and not simply how well they followed directions." (27) "...grades should be readily interpretable indicators of knowledge and skills in a content area." (63) "SBG practices are not easily standardized. Teachers may continue 'hodgepodge grading...' teachers clearly struggle with separating academic achievement from behaviors that support learning." (127)
It's very important that behavior and achievement are not reflected in the grade book together, as the grade should reflect student mastery of the standards. For example, taking late points off would be punishing a behavior, which has nothing to do with what the students have learned.
"One critique of using grades to assess conative factors [e.g. interest, volition, and self-regulation (p. 39)] is that teachers may award grades based on students appearing engaged but just going through the motions (procedural engagement) rather than on legitimate effort and participation that leads to increase learning (substantive engagement)." (41)
I have a real issue with giving "participation" grades. I will award points according to a 4-point rubric during a discussion, but I will not give participation points anymore. The rubric (in progress) will require students to show mastery of a skill, such as argumentation or use of evidence.
Objectivity
Grading can never truly be objective as a human being will be assigning points, but teachers can strive to be as objective as possible by making grading as anonymous as possible. "For constructed-response assessments, grade all students' responses to one question before moving onto the next question." (28) I tend to do this a lot, mostly because it is quicker, but I realize how this can also help protect the anonymity of my students. This is important because no matter how much I try to not be biased, bias is always there. Google forms allows teachers to grade quizzes one question at a time. Doing this digitally can also stop teachers from recognizing handwriting as well.
SBG Practices to Consider
"Using the same achievement-level indicators that appear on state or provincial assessments"
"Organizing gradebooks by standard instead of by content area"
"Involving students in grading" (125)
The three practices listed above are repeated here to help remind me to implement them. I want to look into our state assessments as well as the ACT and look at the reading standards (Social Studies standards are rarely assessed on their own) so I can see how well they match up to our standards by grade level. I also plan to set up my gradebook according to my power standards (such as use of evidence). Once my rubrics are created, I can also require students to self-assess.
Report Cards
"...teachers might reflect on the following questions before finalizing report cards: (1) What evidence have I collected with respect to this specific standard? (2) What are the strengths and limitations of the evidence? and (3) Based on the evidence I have, does this grade accurately reflect this student's performance?" (127)
"Teachers implementing SBG said that [SBG report cards] took longer to complete than traditional report cards, but that the additional time was worthwhile due to the improved quality of information." (129)
Educating All Stakeholders
We need to make sure that all people involved understand SBG, otherwise, the confusion can breed contempt. Once students and parents understand the process, they will be more likely to stand behind it.
"...successful implementation [of an SBG system] requires a multipronged approach, including (1) efforts to ensure that both parents and teachers understand the curriculum so they can accurately interpret report cards; (2) substantial district support for SBGs, including workshops and trainings for both parents and teachers; and (3) clear communication and marketing to parents." (130)
Concerning State Tests
"The evidence base that does exist reveals that while SBG and assessment results are related, they reflect different aspects of a skill and therefore should not be expected to perfectly match. This is because SBG reports at a different level of granularity than a state test. SBG also reflects the results of multiple assessments administered at different times and uses a variety of methods to gauge performance. Therefore, while some policymakers may hope that SBG implementation will increase the consistency of report card grades and assessment results, perfect consistency is not a realistic goal." (136)
State testing is continually problematic. Just because SBG doesn't correlate completely doesn't mean that it is bad practice.
The Bell Curve Isn't a Law
"With a standards-based grading approach, grades are not based on a student's relative standing among classmates, which positions students to compete with one another. Standards-based grading is success- rather than punishment-oriented." (171)
I have gotten some feedback from stakeholders asking why so many students in my classes receive A's. Many people think that if many students are getting A's, that means that the class is too easy, the teacher is grading too easily, etc. In fact, if students are mastering the content, A's will be earned! The bell curve is no longer accepted as a "law" in education.
Content and Process
"To separate 'content goals' from 'process goals' is not only a fool's errand-it's inaccurate and erroneous. Students must be able to do something with the content." (216)
The old WI State Social Studies standards were mostly focused on content instead of skills. They were written in the 1990s and were better suited for an education system that focused on memorization. I'm happy that changes have been made to reflect changes in pedagogy. The new WI State Social Studies standards focus more on skills than on content, but it would be impossible to teach content without including the skills and vice versa. Teachers are required to cover specific periods of time, but the content covered is mostly up to the discretion of the teacher. This is perfect for classes that allow a great deal of student choice, as possibilities are endless.
The Purpose of Grading
The purpose of grades is to serve as feedback for students. However, a score of 2 out of 4 means nothing on its own. Feedback must be specific and meaningful, so students know what they need to do in order to improve.
"...grades can serve to enhance both teaching and learning if we focus on their use as feedback (formative) rather than as evaluative judgments (summative)..." (217)
"When paired with individualized guidance and direction for improvement, [grades] also help direct learning progress." (217)
"...grades do not reflect who you are as a learner, but where you are in your learning journey--and where is always temporary. Knowing where you are is essential to improvement." (217)
"When combined with guidance to students and parents on how improvements can be made, grades can become a valuable tool in facilitating students' learning success." (218)
Standard Error of Measurement
"...over multiple administrations of the assessment, the same student might get one or two more items right or wrong, simply due to imprecision in the measurement instrument (i.e., the assessment)." (219)
Sometimes it is necessary to assess students' understanding of content-related vocabulary. I have created a 4-point rubric to assign a grade to a student's level of mastery of the vocabulary. In cases such as these, students often get angry that a score of 8-10 are both recorded as a 4. Students wonder why, if they earned a 10, they get the same score as someone who got a question wrong. The reason for this is the standard error of measurement. A student can take the same test multiple times and get questions wrong that they got right before, and vice versa. I've seen it when students retake assessments!
Here is the rubric on the test, though the questions/terms are not included:
Reporting Multiple Grades in the Grade Book
"Combining disparate measures into a single, overall score or grade rarely yields anything useful or meaningful." (220)
"A more useful and meaningful description of students' performance includes multiple grades. At a minimum, it provides grades that distinguish product, process, and progress learning criteria." (221)
Right now I can make different categories in my grade book and decide how much (percentage-wise) they are weighted. I will choose 4 power standards and make them equal (25% each) and categorize my assessments within these categories.
Main Takeaway/Conclusion
"Starting with clear learning goals, focusing on the important feedback function of grades, limiting the number of grade categories, and providing multiple grades that reflect product, process, and progress criteria will greatly enhance the meaning and accuracy of that communication." (223)
