Now that we are a bit more comfortably into term 3, I thought I would just take a minute to share with you all some of the “take aways” from the Assessment for Learning: Using Data to Drive Instruction Institute day sessions.
This week, the LEAD team met, and the agenda was to reflect on how we are doing in terms of our process of aligning curriculum and assessment and exploring Standards Based Grading. We met in divisional groups, and as I was working with EFA, I didn’t have a good sense about what was happening in the room as a whole. So, in order to write this blog post, I asked Chris to share the results from the Exit Slips with me, and my takeaways were profound. I hope that as you read this, you feel encouraged, wherever you are in this journey.
When the LEAD team met last week, the PLC leaders were able to share all that was accomplished on Monday’s institute day. Clearly, SO MUCH work has happened in PLC during the first term of school! And while all PLCs are at different points in their journeys, the talk of the day was aligned, leveled assessments and standards based grading.
It is really important that when we talk about Standards Based Grading (or SBG), we all are talking about the same thing. So, this blog is going to function as an SBG Q&A. FEEL FREE to submit more Qs about SBG by commenting on this blog!
Q: What is SBG?
A: Technically, “Standards-based grading is a system of assessing and reporting that describes student progress in relation to standards” (from A School Leader’s Guide to Standard Based Grading). But what does that really mean? When you are thinking about your class, you know there are certain skills or standards kids need to master. If you are shifting towards a Standards Based Grading model, you are giving kids feedback on their progress towards meeting these standards by formatively and summatively assessing their proficiency of each standard.
We have officially entered into fall, and our feet are metaphorically “wet” with Standards Based Grading. This Tuesday, the LEAD team met and discussed our progress towards our building goals in both heterogenous and homogenous groups. Many of these conversations focused around SBG: How is it going? What has changed in your class? How are you managing your grade book? What successes have you had? Challenges?
Jamie Karavouzis had some powerful insights into how to make this system work in her grade book. Like many, she has an “essential skills” category set up, and in this category, there are just 5 assignments (1 for each essential skill). The students have several attempts to show mastery of each skill. As they progress, their grade for this single assignment changes (instead of her just adding grade after grade and computing an average). Continue reading “Making the Jump to SBG”