Standards Based Grading

Standards Based Grading: Are grades assigned to high school students consistent, accurate, meaningful and supportive of learning? Action Research Study Gretchen Watznauer University of Northern Iowa Spring, 2013

Standards Based Grading

Guiding Question Are grades assigned to high school students consistent, accurate, meaningful and supportive of learning? Background Information North High School is the smallest high school in the Des Moines Public Schools with approximately 1200 students enrolled. The school has been on the SNIA list for several years and is trying to hold students to higher standards and increase test scores. North is being progressive in the many changes it is making to advance students towards stronger learning and building a foundation of knowledge to help make students successful. One of the multiple ways they are trying to accurately gauge learning is to move to standards based grading. The Des Moines Public Schools are moving to standards based grading as a district, starting with middle schools, followed by high schools, and ending with elementary schools. One teacher and one administrator from the building have been involved with the district wide task force developing the standards based grading guidelines, which the district will follow. They have been able to share the current practices of the building with the task force and bring information back to the building about the plan in progress. North is ahead of the game in using standards based grading to benefit students. During the 2012-2013 school year the staff was able to choose which grading scale and system they wanted to use. It was a difficult decision because change is hard. Current curriculums and the Iowa Core were not written in grading friendly standards, leaving much decision making up to the teachers of like content areas. The science department

and most of the special education department decided to stay with previous grading

Standards Based Grading practices during the 2012-2013 school year while they worked on writing appropriate standards for grading before beginning the process with students.

Teachers who chose to use standards based grading, began grading on mastery of standards based on a four-point grading scale. For the students, this meant providing multiple opportunities to demonstrate mastery before earning a grade. For the teacher, this was a huge shift in thinking about how a teacher assesses and evaluates students. It meant redefining the way the grading program, Infinite Campus, was set up while also defining clear gradable standards, providing students with rubrics showing how work would be assessed, providing multiple opportunities for learning, and possibly most importantly, leaving everything out of grading but mastery of the standard. This meant no more participation grades, homework completion grades, extra credit, or I will bump you up because you are a great kid grades. Teacher Surveys The survey was sent to all staff, but completion was optional. The questions on the survey were adapted from a report conducted by Sherfinski (2009). Of the 18 teacher responses, 13 were regular education teachers. Eighty-nine percent of teachers felt that information and professional development focusing on standards-based grading had been useful and helpful to implementing the process successfully in their classroom. Teachers felt that even as professional developments focus has moved away from standards based grading, work in data teams with core subject colleagues has been helpful. When peers are sharing their successes and struggles in the move to standards based grading, all teachers are able to benefit from their in-house experiences. The 12% of teachers who disagreed felt that the transition to standards based grading could have been more direct

Standards Based Grading

and specific, that there was little or no training. Although it takes time to adjust and learn through trial and error when moving to a new system, it is important for teachers to focus on student learning and detailed feedback to students for their learning. All responding teachers felt standards based grading helps communicate more specifically what their students know and do not know. One teacher pointed out this is specifically true when standards are chunked into topics breaking down all the skills. Standards based grading allows a teacher to show what a student knows and does not know, instead of telling students and parents what the student did or did not complete, which allows for meaningful educational development. This supports the findings from Scriffiny (2008), The grade book simply shows where they are in meeting the standards, without reference to how they are demonstrating their learning or what modifications needed to be made (p.73). One teacher stated It is a huge profound shift and meaningful. Another said, Focusing on knowledge rather than behavior is a big deal. Ninety-four percent of teachers agree standards based grading gives a deeper understanding of each students strengths. It is very descriptive on whether they are below grade level or surpassing expectations. It helps identify where students are weak or strong, unless they are consistent across the curriculum. Seventy-five percent of teachers agree the definition of 4-3-2-1 is clearly defined and useful. Defining what the grading scale means is an ongoing conversation with the subject area teachers. It takes much time to define these criteria on assignments/quizzes. Some teachers believe that they are not clearly defined, or are still working on defining the definitions in their head. Students do know that a 4 is the best or highest score and a 1 shows need for improvement.

Standards Based Grading

When looking at whether the standards assigned to the content area appropriately define the skills and knowledge of the concepts essential to the content area, a larger divide between survey participants is seen. Sixty-seven percent of teachers agreed that the standards appropriately define essential concept areas, but 33% disagreed. Through building conversations, many content areas are struggling with standards that are either too broad or too narrow. Several teachers have had to struggle with writing their own standards for grading and it is difficult. One teacher felt it was also important to include sub-standards. Another teacher stated district wide assessments should be rewritten to better reflect standards. The survey question, My students put the same effort into their homework as they did before standards based grading was close. Forty-five percent agreed they were receiving the same effort, but 56% did not agree. Many of the teachers that provided comments felt that students put more effort into homework since the rubrics demonstrated knowledge needed to get to the next level. Other teachers felt students work habits have not changed. A couple felt that this new system let students focus exactly on what they do not know rather than doing more work on the entire unit. Students Surveys The survey was given to three different groups of students. Students were asked to reply to the survey using the provided link, but it was not required. Thirty students responded. Forty-eight percent of respondents were 11th graders, 30% 10th graders, 17% seniors, and 4% freshman. Student responses were interesting in that the data responses of strongly agree to strongly disagree did not always match the comments provided by the students.

Standards Based Grading Seventy-eight percent of students agreed with the statements, Standards based grading is clear, useful and defined. It shows what I know, what I can do and areas where I need to improve. The comments provided by students did not clearly match their agree statements. In looking at the comments, students shared I think it doesnt

because if I miss a lot of work it doesnt really affect my grade like it should. I believe that we should use the normal grading because even bad teens that miss a lot of school have a decent grade because of the standards base grading. I kind of like the way it used to because I try and work hard and turn all of my stuff in and that always helped out my grade but now others can slack off and could possibly get the same grade as me. Im not good with test, but I know the stuff. The grading scale is vague. I understand it sort of, I think it needs improvement. All my classes grade my work differently. Many felt that they did not know anything about standards based grading. One student did not like the percentages assigned to 4-3-2-1 in Infinite Campus. The article Starting Conversations About Grading (Brookhart, 2011) tells us Grades are not about what students earn; they are about what students learn. Many students are used to the focus being on earning grades, not learning or gaining knowledge. Nintey-two percent of students said they knew and understood the requirements to earn a 4-3-2-1 in meeting standards. Three student comments were provided. I have no idea how it works, I fully understand, I understand somewhat. These comments show the need for improved communication about expectations and evaluation procedures. Seventy percent of students believe that the scores of 4-3-2-1 are enough to give them information about their learning. Students offered suggestions on how to

Standards Based Grading communicate scoring.

Students felt rubrics would be helpful as they are not sure if they

know what they are doing. One stated it is not helpful in identifying areas where they need assistance. Another said grades are only based off test. Students who do no test well have extra concern about how the standards are assessed. Teachers provide feedback and show me where I need to make improvements in my work is agreed upon by 92 percent of students. Students indicated that some teachers are better at this than others. One student stated, Sometimes teachers tell me what I need to do. It just depends on the teachers and it didnt change when we got standards based grading. This statement would hold true regardless of any grading system used. Several students did not know how many of their teachers used standards based grading. When asked how many teachers/classes us the 4-3-2-1 grading scale and the number using standards based grading, there were a variety of answers. The Big Picture The North High Staff was not united as a whole moving in to the 4-3-2-1 grading scale and standards based grading system. This has caused some confusion for students, and possibly some staff. This shift is coming from district administrators and will soon be implemented by all buildings and staff in the next five years. This year has been a learning experience for all. Teachers from different departments have shared their learning curve at building wide professional developments as they work to craft their new grading policies and procedures. The administration has been supportive of teachers throughout this journey by the sharing of knowledge and techniques while asking questions about practices.

Standards Based Grading Going Forward Teachers must continue to work in data teams to craft a grading system that is consistent, reliable, and based on a body of evidence with multiple opportunities to demonstrate proficiency including needed modifications that provide for all student needs. This is a dynamic shift for teachers, and like all things good for students it is not an easy or quick one-time change.

Teachers will need to continue to participate in professional development on best practices; including effective teaching strategies, and share-outs from data teams using standards based grading. These opportunities will encourage teachers to work effectively to increase student learning. Teacher teams should consist of those who have used standards based grading and those who have not. Experienced teachers can guide those without experience what has been learned along the way. Teachers need to have focused discussions on standards based grading with students, parents and other stakeholders for clarity. The data shows students are not clear on the purpose of standards based grading, how it works, or how it can be more useful to them. As North teachers move to standards based grading, they need to build consistent definitions across curriculums, with this, the purpose and structure of standards based grading will be clearer. Students must play and active roll in their education. They need to be engaged in learning and be able to identify their strengths and weaknesses. Students need to focus on refining their skills where standards are weak throughout their courses. They must take advantage of multiple opportunities to demonstrate mastery of standards. Building Administrations Steps:

Standards Based Grading 1. Roll out district plan 2. Provide professional development to all staff 3. Provide support in data teams 4. Hold group sessions for teachers struggling with the concept 5. Work with curriculum leaders across the district for clear, concise, gradable standards for all courses 6. Focused discussions with students, parents, and stakeholders about standards based grading and the benefits of this grading system.

All at North High School must remember they are at the forefront of changing district-grading policy. The building has chosen to more to standards based grading before it is required, because they believe in doing what is best for students. With time, the benefits of standards based grading will become clear to the students, guide teaching, and show evidence of learning for all students. The building is committed to providing ongoing training and resources. It is through education about standards based grading that all will grow.

Standards Based Grading Works Cited

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Brookhart, S. (2011). Starting the conversation about grading. Educational Leadership, 69(3), 10-14. Scriffiny, P. L. (2008). Seven reasons for standards-based grading. Educational Leadership, 66(2), 70-74. Sherfinski, M. (2009). Madison metropolitan school district middle school standardsbased report card initiative survey responses and comment analysis. Informally published manuscript, Department of Curriculum & Instruction, University of Wisconsin-Madison, Madison, WI, . The DMPS Secondary Grading Practices Teacher Handbook 2013-2014. Draft copy