lOMoARcPSD| 63525276
D184: Standards-Based Assessment
Study Guide for the Objective Assessment (OA)
· The Objective Assessment will assess the first three competencies for this
course, covering material within Unit 1 through Unit 3.
· Unit 4, which covers the fourth competency, will be assessed through the
Performance Assessment.
Unit 1 – Identifying What to Assess Introduction
Module 1: Standards-Based Grading
1. How would you describe standards-based grading systems?
· an approach to grading that allows teachers and students to focus on
continual growth and the achievement of clearly defined learning
targets that come from academic standards.Instead of a single overall
grade, SBG breaks down the subject matter into smaller “learning
targets.” Each target is a teachable concept that students should
master by the end of the course.
· At any point during an academic term, students, teachers, and parents
can see levels of mastery for each standard, and teachers can adjust
their instruction to support growth.
· Throughout the term, student learning on each target is recorded.
· Teachers track student progress, give appropriate feedback, and adapt
instruction to meet student needs.
2. How do you differentiate between standards-based grading systems
and other commonly used grading systems?
· In traditional grading, students are primarily measured by the
percentage of work successfully completed. The assumption is that
higher completion rates reflect greater mastery, and earn higher
grades. Often 90% achieves an A, 80% a B, etc.
· In SBG, grading is based on demonstration of mastery. Students
attempt standards-aligned activities (projects, worksheets, quizzes,
essays, presentations, etc.). Teachers assess the student output and
choose the appropriate mastery level that was demonstrated.
· Typical scales are 1-4 and reflect students’ increasing skill.
, lOMoAR cPSD| 63525276
3. How could you explain some advantages of standards-based grading
systems for teachers, students, and parents?
· In SBG environments, better feedback accelerates learning. Instead of
simply giving scores like 9/10 or 85%, teachers give feedback about
the task performed and skills used. This helps students understand
their current areas of improvement, and helps them reach the next
level. This positive environment speeds learning and students reach
higher levels of achievement -- all while being deeply engaged and
enjoying school.
· Student Ownership of Education: Learning targets are typically written
in student-friendly language, so they can understand the goals of
instruction. Targets may be further broken down by rubrics to map out
the steps required to reach the "top of the ladder.” This allows
students to understand the path to success, and enables them to
better engage in their learning. When working on an activity, they can
self-assess and reflect on their own performance. They can identify
areas of improvement and self-direct their activities.
· More Relevant Instruction: teachers better understand student mastery.
At any time, they know which students are at level 1, 2, or 3.
This helps teachers offer level-appropriate work. This is called
"differentiated instruction," or DI for short. In this environment,
students are less frustrated by poorly-fitting instruction. School is a
more positive experience when course material is relevant and
interesting. By improving the use of instructional time, students learn
more and make increased academic progress.
· In SBG, the focus is on learning and mastery. Striving for mastery is an
intrinsic motivator and transforms student attitudes. They learn for
their own enjoyment and sustain high levels of effort and
achievement.
· In SBG, scores go up as students learn. Final grades are reflective of
mastery at the end of the course, so there’s little penalty for early
mistakes. No event can “ruin” their grade. This creates an emotionally
safe environment where students are encouraged to stretch
themselves, make mistakes, and learn.
· While SBG removes the problem of zeros, it's also common for
organizations to allow redo's. When a student gets a poor score, they
D184: Standards-Based Assessment
Study Guide for the Objective Assessment (OA)
· The Objective Assessment will assess the first three competencies for this
course, covering material within Unit 1 through Unit 3.
· Unit 4, which covers the fourth competency, will be assessed through the
Performance Assessment.
Unit 1 – Identifying What to Assess Introduction
Module 1: Standards-Based Grading
1. How would you describe standards-based grading systems?
· an approach to grading that allows teachers and students to focus on
continual growth and the achievement of clearly defined learning
targets that come from academic standards.Instead of a single overall
grade, SBG breaks down the subject matter into smaller “learning
targets.” Each target is a teachable concept that students should
master by the end of the course.
· At any point during an academic term, students, teachers, and parents
can see levels of mastery for each standard, and teachers can adjust
their instruction to support growth.
· Throughout the term, student learning on each target is recorded.
· Teachers track student progress, give appropriate feedback, and adapt
instruction to meet student needs.
2. How do you differentiate between standards-based grading systems
and other commonly used grading systems?
· In traditional grading, students are primarily measured by the
percentage of work successfully completed. The assumption is that
higher completion rates reflect greater mastery, and earn higher
grades. Often 90% achieves an A, 80% a B, etc.
· In SBG, grading is based on demonstration of mastery. Students
attempt standards-aligned activities (projects, worksheets, quizzes,
essays, presentations, etc.). Teachers assess the student output and
choose the appropriate mastery level that was demonstrated.
· Typical scales are 1-4 and reflect students’ increasing skill.
, lOMoAR cPSD| 63525276
3. How could you explain some advantages of standards-based grading
systems for teachers, students, and parents?
· In SBG environments, better feedback accelerates learning. Instead of
simply giving scores like 9/10 or 85%, teachers give feedback about
the task performed and skills used. This helps students understand
their current areas of improvement, and helps them reach the next
level. This positive environment speeds learning and students reach
higher levels of achievement -- all while being deeply engaged and
enjoying school.
· Student Ownership of Education: Learning targets are typically written
in student-friendly language, so they can understand the goals of
instruction. Targets may be further broken down by rubrics to map out
the steps required to reach the "top of the ladder.” This allows
students to understand the path to success, and enables them to
better engage in their learning. When working on an activity, they can
self-assess and reflect on their own performance. They can identify
areas of improvement and self-direct their activities.
· More Relevant Instruction: teachers better understand student mastery.
At any time, they know which students are at level 1, 2, or 3.
This helps teachers offer level-appropriate work. This is called
"differentiated instruction," or DI for short. In this environment,
students are less frustrated by poorly-fitting instruction. School is a
more positive experience when course material is relevant and
interesting. By improving the use of instructional time, students learn
more and make increased academic progress.
· In SBG, the focus is on learning and mastery. Striving for mastery is an
intrinsic motivator and transforms student attitudes. They learn for
their own enjoyment and sustain high levels of effort and
achievement.
· In SBG, scores go up as students learn. Final grades are reflective of
mastery at the end of the course, so there’s little penalty for early
mistakes. No event can “ruin” their grade. This creates an emotionally
safe environment where students are encouraged to stretch
themselves, make mistakes, and learn.
· While SBG removes the problem of zeros, it's also common for
organizations to allow redo's. When a student gets a poor score, they
