What does it look like in the gradebook?

Standards-Based Grading

Initially, quiz grades go into a personal Google Sheet before eventually going into the district grading program. Here’s a link to a blank template. Let’s take a look at some of the features.

Grades Google Sheet

The best part about the sheet is that it’s conditionally formatted to show certain colors for certain grades. We can quickly see what areas a student is excelling in or needs more work in. This helps with many areas including tutoring, knowing what to re-focus on in class, and knowing where to go with the class in the future.

In addition to individual student grades, there is a row at the bottom for the class average for each concept.

Class Average

After placing the grades in this spreadsheet, it’s time to go over the quiz with the students. We go over the problems in class and analyze where we can improve. Then, once class has ended and the kids have left the room, at some point that day their grades are entered into the district’s online gradebook program. I’m not sure if it’s appropriate to take a screenshot of the program we use, so here’s what it looks like in spreadsheet form.

Skyward Example

Our district requires 9 minor grades and 3 major grades each nine weeks (not all of my grades are pictured above). Usually, I have the minimum number of minor grades, but major grades exceed the minimum number because each concept on the concept checklist has it’s own major grade. This does create a bunch of grade entries, but I prefer this method because the kids can see exactly what they need to work on. It’s harder to know where a student is strong or needs more work if the concepts are bundled together. For example, if I bundle Translations, Reflections, Rotations, Dilations, and Compositions all into one major grade for Transformations, then the kids only know that they need to work on Transformations. This is more general than I prefer and makes it harder for them to focus their continued learning.

Also, the actual grade entries are directly based on the SBG ratings in the original Google Sheet at the top. However, instead of entering a 9 in the district gradebook, a 90 is placed. 6.5 converts to 65, 8 converts to 80, etc.

That’s a quick breakdown, but please feel free to ask questions!


2 thoughts on “What does it look like in the gradebook?

  1. Hi Dane,

    First of all, thank you so much for sharing your work is such detail. Just a couple of questions about your grade book policy. I see where you’ve broken down each major concept into standards so students can pin-point areas where they need to improve, but 1) What are the Daily 1, 2 & 3 grades? 2) Are there any other grades than just those focusing on standards? Do you have tests over the units as a whole?


    1. Hey Greg,

      Thanks for the kind words! The Daily 1, 2, 3 and so on grades are just any non-quiz or test grades that a teacher gives. I’m still trying to figure out the best approach with these grades. I’ve tried different things and am not sold on anything yet. As of right now, I’m taking a weekly completion grade which represents the percent of problems the student completed for the entire week. Again, not crazy about it, but I’m trying to figure out a way to credit kids for work ethic, hold kids accountable who aren’t working as hard, and try not to grade kids based on accuracy until learning has really occurred. The quizzes are my accuracy grades, and I try to place them far enough out to where the kids have had a good amount of time to process and learn the material.

      For question 2, our district has a unit test once per nine weeks that goes in the gradebook. It’s just a cumulative exam for every concept we learn each nine weeks. That is the only other major grade that isn’t solely focused on standards. I like it as a final accountability piece for each nine weeks.

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