FOUD 641: Module 9- Standards Based Grading

Mrs. Tracy has selected the most recent summative assessment(s) for each SOL (Standard of Learning) assessed this marking period. Assuming each target is equally important, what is the best way to summarize the scores and determine an accurate grade? SOL 5.2 Test SOL 5.3 Project SOL 5.4 Lab SOL 5.4 Quiz SOL 5.5 Test

Each target should contribute 25% of the final grade, so each assessment is worth 25% except for the lab and quiz which should each be worth 12.5%

T/F Formative and summative assessment data should always be recorded and tracked in the same place (e.g. an electronic gradebook).

False

T/F Grace submits her English essay 3 days late. Mr. Williams docks 30 points, 10 for each day it was late. This practice is consistent with standard-based grading principles and would be supported by our textbook authors.

False

T/F Introducing competition into grading practices (e.g. class rank) motivates most students to work harder.

False

T/F One way to have students participate in the assessment process is to have them record their confidence level with the learning targets several times over the course of a unit.

False

T/F Our text suggests that work habits (e.g. participation) do not need to be recorded or communicated to parents.

False

T/F Sarah has worked hard all grading period. Her final grade is borderline B/C. Our text would support awarding her a B to recognize her effort and maintain her motivation.

False

T/F The most current evidence of student achievement on assessed targets always occurs at the end of a grading period.

False

T/F The purpose of summative assessment is to document student achievement for reporting purposes.

False

T/F Tracking student performance is the teacher's responsibility and students should not be involved in this part of the assessment process.

False

Ken O'Connor argues that it not where a student starts on a given learning target, but where he finishes that matters. This statement illustrates the importance of what grading guideline?

Grades should reflect current level of performance

T/F A report card grade reflecting a student's current level of achievement could include scores from the first few weeks of the marking period.

True

T/F In a standards-driven environment, the purpose of grading is to communicate student achievement on relevant standards.

True

T/F Isaiah fails a history quiz and asks to re-take it (or a similar version) after taking a few days to study the material he missed. Mrs. Bryant agrees. This practice is consistent with standard-based grading principles and would be supported by our textbook authors.

True

T/F Mixing achievement and non-achievement factors together in a report card grade cripples the grade's ability to communicate.

True

T/F Teachers should plan multiple assessment events for a unit, some of which should be formative and some of which should be summative.

True

T/F Using "I can" statements and student-friendly learning targets can facilitate student monitoring of achievement.

True

Which of the following is NOT one of the standards-based grading principles presented in our text? a. achievement should be reported separately from other factors (like work habits) b. all available assessment data should be used to calculate students' grades c. grades should be used to communicate, not motivate d. grades should reflect current level of achievement

b. all available assessment data should be used to calculate students' grades

At any time during the grading period, to what should students be able to compare their achievement?

the standards they are expected to meet

Our textbook authors argue that students should not receive lowered scores or zeroes for late/missing work. Which of the following is NOT an accurate statement supporting their position?

Reducing students' grades does not motivate any students to complete their work