How is Standards-Based Reporting (SBR) Different from Traditional Grading?
To learn more about SBR, visit with Dr. Sarah Coffey, Assistant Superintendent of Curriculum, at in-person "coffee talks" on September 27 at Field Park from 9 - 10am.
As communicated last school year, District 101 will begin using standards-based reporting for grades K-5. The following is a recap of the information previously shared by building principals.
Connected to assessment methods
Directly connected to standards
Norm-referenced (success defined in comparison to peers)
Criterion-referenced (success defined by comparison to standard criteria)
Achievement, effort, attitude, & behavior all factors
Achievement is the only factor
Every grade recorded with minimal support for reassessment
Most recent assessment information used
Averaging all grades
Various forms of data collected
Variation of assessment quality
Quality assessments aligned to standards
Consider this scenario…Two students sit in the same reading class. Throughout one week, homework is assigned and taken for a completion grade daily and an end of the week quiz is given to students on Friday.
Student 1 doesn’t complete any assigned homework (0/5), but earns a 10/10 on the quiz, showing Mastery of the content. Therefore Student 1 gets a 10/15=66% (D) in the class.
Student 2 completes all assigned homework (5/5), but earns a 7/10 on the quiz, showing partial understanding of the content. Student 2 gets a 12/15=80% (B) in the class.
Student 2 actually ends the unit with less understanding of the content, but a grade two grade letters higher. Do you see a disconnect between the two students’ understanding and their grades? SBR will correct this misrepresentation, reporting academic behaviors (ie. homework completion) separately from academic learning.