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I just finished a wonderful week of leading @STEMteachersNYC workshops with Manjula Nair to help teachers implement standards-based grading.
Make one key change: record student understanding by concept rather than by assessment.
What's the big deal? (A thread)
#SBGchat
Make one key change: record student understanding by concept rather than by assessment.
What's the big deal? (A thread)
#SBGchat
Students and teachers develop itemized feedback about what has been learned and what needs more practice and support to be fully learned.
"If at first you don't succeed, try, try again."
"If at first you don't succeed, try, try again."
Students use feedback to keep working towards mastery of concepts and get credit for what they learn.
(Don't we want our students to learn as much as they possibly can?)
Carol Dweck: https://www.mindsetworks.com/science/
(Don't we want our students to learn as much as they possibly can?)
Carol Dweck: https://www.mindsetworks.com/science/
Carefully defining your learning objectives (or standards) for your course:
[] clarifies expectations for your students
[] focuses assessments
[] centers instruction
http://www.modelingscience.org/home/thoughts/craftingmultipurposelearningobjectives
[] clarifies expectations for your students
[] focuses assessments
[] centers instruction
http://www.modelingscience.org/home/thoughts/craftingmultipurposelearningobjectives
Traditional grading hides implicit bias. SBG makes us more aware of our biases as we mindfully work towards equitable assessment.
Joe Feldman: https://gradingforequity.org/ “Traditional grading disproportionately punishes vulnerable students and rewards more advantaged students.”
Joe Feldman: https://gradingforequity.org/ “Traditional grading disproportionately punishes vulnerable students and rewards more advantaged students.”
”Students who have experienced years of failure — whether from constant judgments of their behavior or unsound mathematical calculations — respond to more equitable grading with more intrinsic motivation to learn, more trust in and stronger relationships with their teachers . . .
. . . and greater confidence in their own capabilities as learners."
See http://www.gradingforequity.org
See http://www.gradingforequity.org
SBG gives us a vehicle for meaningful assessment during remote learning.
Thomas Guskey: http://tguskey.com/assessments-and-grading-in-the-midst-of-a-pandemic/
Thomas Guskey: http://tguskey.com/assessments-and-grading-in-the-midst-of-a-pandemic/
Assessments are "Low stakes, high expectations" (Thanks @kellyoshea) Mistakes are a necessary part of learning and SBG provides a safe space to learn from mistakes while traditional grading tends to treat mistakes punitively. https://kellyoshea.blog/2015/07/23/standards-based-grading-5-6-8-10/
So we spent a week helping teachers to develop SBG systems that work for their students, their courses, their schools. SBG is not one-size-fits-all. I hope you'll move towards SBG and perhaps join us for a future @STEMteachersNYC workshop!
http://www.modelingscience.org/home/thoughts/an8-steptransitionfrompoints-basedgradingtostandards-basedgrading
http://www.modelingscience.org/home/thoughts/an8-steptransitionfrompoints-basedgradingtostandards-basedgrading
