Standards-Based Grading

The following 5 links are a snapshot of how Standards-Based Grading works in my classroom.

Below are resources that are helpful for exploring and implementing Standards-Based Grading.

14 thoughts on “Standards-Based Grading

  1. Hi there!

    THANK YOU for putting together such a thoughtful and thorough SBG system. I have been researching on this and your system (especially the autocrat tutorial!) has me sold on switching to SBG next year. There have been murmurs in my district about implementing SBG but there hasn’t been any support. Your site provides great resources and I’ll definitely bring it back to my district.

    Thanks again.

    1. Hey thank you so much for the kind words! I really appreciate it. Just a collection of stuff I’ve found from great resources around the web. Good luck with the switch, and feel free to email me any questions at any time.

  2. This is an incredible blog. I love SBG and am so happy to see your organized system that is so thoughtful. I want to use AutoCrat!!!!!

  3. I am gearing up to make the switch to SBG with my gifted 6th and 7th grade math. Thanks for all of the great resources. Question: When do students retake quizzes? At the end of class? Before/After school? On specified days? Also, do quizzes become increasingly more difficult? (I thought I read that somewhere…) I am a little overwhelmed with the logistics.

    1. Thank you for the kind words! I’m excited that you’re making the switch. Students retake quizzes before/after school or during lunch. However, I’ve found it’s most helpful to put old concepts in new quizzes in order to have a “built-in” retake. So, if I taught solving equations earlier in the grading period but am now quizzing over a new concept, I’ll have questions about the new concept with one or two solving equations questions mixed in. This really helps the students who either can’t come in during non-school hours or who aren’t confident enough to come see a teacher (very intimidating for some kids).

      Also, I usually keep my quizzes at the same difficulty level in order to help kids show progress, but I have no problem with the difficulty level increasing. I think that may be a good idea for a student who is trying to retake to get a grade from 90 to 100. A good challenge is helpful for that student. For my less confident, more struggling students, I like to keep the same difficulty level in order to not crush their spirit.

      As for logistics, I like to just make a digital copy of my original quizzes and then change the numbers from there. This helps save time.

  4. Dane,

    I am beyond thankful for your thoughtfulness, profound insights, and the ways you clearly value the dignity of children throughout all your systems. I’ve been doing SBG for the past couple years and yours is the most comprehensive resource I’ve come across. Just so you know, I’ve been giving presentations/PDs regularly and am directing folks in droves to your site. Hope that’s okay!

    That being said, I have a question about your “Grading System” google doc. How does the “70% Concept Quizzes, 30% Daily” part work out? What constitutes the Daily portion? Is that part still about content mastery, or is it more about class participation? I’ve had my grade book set up where their grade is 100% decided upon based on their content mastery, and I’ve been wrestling over whether to include any type of class participation…

    Your thoughts are much appreciated!

    1. Aseem,

      Wow! Thank you so much for the incredibly kind words! It means so much, and I really appreciate it. I’m glad the site has been useful, and you are always welcome to share or use anything here. I’ve relied heavily on so many other blogs (especially the ones linked on this page) and want to continue in their footsteps with sharing.

      As for the 70-30 system, I stole it from Niles New Tech and started using it at the beginning of my journey through SBG. The 30% Daily pretty much just comes down to work ethic and teamwork. I give a weekly daily grade on Fridays based on the effort and teamwork I saw from each student during the week. I rate them similarly to how I rate their quizzes.

      I also wrestle with how much percentage to put in this category though because I ultimately want the system to be based on content mastery. I’m intrigued by going 100% like you are. The only things that are keeping me in the 70-30 category are (1) remaining in compliance with district rules and (2) I like to reward the kids who are working hard but not necessarily performing highly on their quizzes. In addition, the daily percentage helps differentiate the kid who works super hard to make an A versus the kid who isn’t a hard worker but naturally talented. I’d like to reward the effort over the natural talent without effort.

      Let me know if that helps. Thanks so much again for the kind words and questions!

      1. Thanks for your response, Dane.

        So when you’re giving them that weekly daily grade, do you do it publicly? Or do you just post the grade online/in your gradebook and hope the student checks it? I love the idea of giving them that feedback on their teamwork and effort every Friday, but I’d be frustrated if that feedback is going unnoticed by the students and just getting plugged into my gradebook. I guess my question here applies to all the grades you give out…you don’t actually write grades on student work when you pass it back, correct? How does that work logistically and how do students respond?

        Sheesh, sorry for the multi-layered question, but I also have one more on this idea: When you say “district compliance”, do you mean ed. code and the requirement to have one grade entered per week?

      2. Haha I really enjoy the questions! Keep them coming.

        I do not give the weekly daily grade publicly. I do just post it in the online gradebook for the kids to see (my students are pretty good at checking frequently so they see it). However, now that you’ve mentioned it, I like the idea of having a little mini-conference with each kid to discuss why I gave them the daily grade I did. This could lead to a better relationship as well as better character development. I need to start trying that. Thanks for the idea!

        I still like not writing grades on papers though. This has really helped with kids comparing each others’ grades and making hurtful comments to other kids. Also, one thing I make sure to do is not post a grade where they can see it (online gradebook) until after we have gone over the quiz/work together. I read a good book by Dylan Wiliam that said research has found that kids totally ignore feedback once they see a grade. The students get a little frustrated with not seeing grades immediately, but over time, after I continue to reinforce why I don’t put them on there, they get over it and actually like it. I’ve received notes from former students that said they like how the class was set up to make everyone feel equal and not get people called out. But again, I like your idea of doing some kind of individual debrief to better reinforce progress and relationship building.

        As for district compliance, yes, I meant the requirement to put in one grade per week. Also, my district requires every teacher to use a certain percentage breakdown for major grades and daily grades. We are not allowed to do a full 100% for any category.

      3. The book looks awesome…I started reading what I could from the preview on Amazon.

        I like the idea of a mini-conference too. I’m thinking of trying to get to each kid once a grading period (5 weeks).

        I have another question now:
        How do you do your letter grades? Is it just a straight average with standard cutoffs (e.g. A = 90-100, B=80-89, etc.)?

        Because my class is 100% content, I’ve been trying some sort of balance between average of scores (1-4) + minimum score on any concept (e.g. a B means you have a 3.2+ average, and your lowest score on any standard is a 2). I’m curious, though, how you set up the letter grades because I’m having trouble getting kids away from their comfort of the letter-grade label. At the same time, I would like students to understand the grading system as well as possible, given the fact that so often students feel like grades are something that’s done TO them rather than something they have control over.

      4. My letter grades are just a straight average with standard cutoffs. A = 90-100, B = 80-89, C = 70-79, and F = 69 and below. My SBG scale goes from 5-10 partly because it’s easy to make it fit the 50-100 scale.

        The way I’ve tried to de-emphasize grade mindsets with the kids is to reinforce often with words and actions that I’m not too concerned about grades but instead focusing on how we can improve. One way I try to do this is by putting this image in front of them before every formal quiz.

        My words alone don’t get the job done though. I have to back it up with my practices. Not putting grades on papers has helped. Also, I make sure not to put a grade in the online gradebook they can access until we have gone over the quiz as a class. This encourages them to analyze their work and also prevents kids from peeking.

        One thing that has really helped is to give ungraded quizzes somewhat often. I saw a bunch of kids have “aha” moments when I first did this. One day, I decided to just have them try some quiz type problems and told them that I won’t grade it but will only look at their work to see common mistakes and thought processes in order to help us get better. One kid even said out loud, “it’s because he just wants to see what we know.” It was a big moment of trust building and confirmation for that class and me. So, I highly recommend providing opportunities for kids to be given chances to show what they know with no grade attached. This really helps emphasize that grades aren’t the biggest concern but learning and improvement is. It doesn’t connect with everyone, but I think it helps a lot of kids.

        Different strategies work with different kids, and it takes a while to reinforce and build trust. I feel like I have to repeat my intentions often, but over time, most of the kids seem to buy in. The aha moment above didn’t happen until second semester of the school year we were in. So, it can take a while for sure.

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