When Nathan and I wrote Making Grades Matter, we envisioned it not only being useful for individual teachers or school leaders but also for teams of educators. The end of (nearly) every chapter includes “Assessment Tools for your Journey.” With the help of these tools, departments, leadership teams and entire schools can use the self-reported levels of implementation for each standards-based grading guideline to plan their next implementation supports.
A small public school on the Yakima Indian Reservation in White Swan, Washington, is one of several teams we know across the country using Making Grades Matter to help guide their school’s grading work.
Making Grades Matter was on the road in White Swan, Washington! This AMAZING team is using this book to help guide their school’s grading work. A small public school on the Yakama Indian Reservation w/beautiful scenery and outstanding educators! #sblchat@SolutionTree#edchatpic.twitter.com/Y0BmlD1x15
— Making Grades Matter: SBG in a Secondary PLC (@GradesMatterSBG) October 28, 2022
Is your school or team using Making Grades Matter as a book study? If so, let us know in the comments below.
In standards-based grading, teachers repurpose homework and checks for understanding as ungraded practice. In other words, students should be provided opportunities to make mistakes, learn from those mistakes, and the information resulting from these assessments should be used by teachers to inform their instruction.
When I was in middle school, I distinctly remember my math teachers explaining how many points each daily homework assignment was worth and the inherent value of completing each on in a timely manner. It didn’t take too long to figure out that points were the currency of the classroom, and if it meant finding a partner on the bus ride to school for a little extra “assistance” (a.k.a. “copying”), that time often paid off. At the same time, the daily classroom grind often involved learning a new concept such as ratios, attempting problems 1-5 in class with the expectation of completing 6-20 on my own time before the next day. Assuming the purpose of these daily assignments was to practice, expecting perfection on these 14 problems prior to receiving feedback just didn’t seem right. Yet, each day the number of problems I answered correctly was recorded by the teacher in the grade book, which ultimately influenced my end-of-quarter grade.
In standards-based grading, the BIG shift is repurposing homework, mid-unit quizzes, rough drafts of essays, and other assignments designed to check for understanding (rather than summarize learning at the end of the instructional process) as ungraded practice.
One change for teachers using standards-based grading is to move away from reporting points on every single assignment (regardless of its purpose) towards more utilizing narrative feedback during the instructional process. In the example below, students are asked to indicate their perceived level of understanding in pencil for each standard assessed immediately following the completion of a mid-unit math quiz (note the question numbers intended to align with each standard, i.e. 1 & 3 for 5.MD.5) and my feedback to the learner in red which they receive the next day.
This post is the third and final in a series highlighting three big shifts in implementing standards-based grading. See below for the previous two.
To learn more about all three of these big shifts, including detailed implementation criteria, pitfalls to avoid, and self-assessment continuums for teachers and collaborative teams, see the book Making Grades Matter: Standards-based Grading in a Secondary PLC at Work, available from Solution Tree Press.
