Standards-Based Assessment
There are two ways to generally think about standards-based assessment. One is, "If grades were good enough for me, then they're good enough for my kid!" This is the not-useful way to think. I recommend the second way, which goes something like, "I want the most useful and specific feedback about my child's progress, and any system that will provide this is worth trying out." Standards-based assessment, when done properly, is a way to help students (and parents) have a clear idea of what the expectations are for each grade level and subject area, and how well each student is working to meet those expectations. It can help students and parents see clearly where a student may excel as well as where a student is struggling. In a traditional system, teachers frequently incorporate non-academic or non-specific factors into grades--this can mean a child may appear to be successful in a subject, but it could be that that child is struggling but had her/his grade inflated because of "effort", attitude, or "extra credit" that was not really designed to reflect actual academic achievement. This may look good on a report card, but it can hide a potential problem from everyone, including the teacher, and that problem may persist or worsen over time.
Under a standards-based assessment system, students effort and attitudes are still acknowledged, but in a different part of the report card. This way, you and your child can have an accurate gauge of his/her progress toward meeting the grade level expectations that is, frankly, more truthful. Do things like attitude and effort still play an important role in learning? Oh yeah! But now we can look at them separately to see if a child is struggling because of a lack of effort, or an attitude issue, or a true academic problem. That means we have a better chance of helping every child succeed, which is what we all want.
Under a standards-based assessment system, students effort and attitudes are still acknowledged, but in a different part of the report card. This way, you and your child can have an accurate gauge of his/her progress toward meeting the grade level expectations that is, frankly, more truthful. Do things like attitude and effort still play an important role in learning? Oh yeah! But now we can look at them separately to see if a child is struggling because of a lack of effort, or an attitude issue, or a true academic problem. That means we have a better chance of helping every child succeed, which is what we all want.
What do the numbers mean?
4 - Exceed grade level expectations. Student is performing well above grade level.
3 - Meets/exceeds grade level expectations. Student is right on target for learning. Way to go!
2 - Student is approaching the grade level expectations. Student needs to pay attention to feedback from the teacher, take additional time on work, and ask for help as needed.
1 - Student is not meeting the grade level expectations. Student needs to pay attention to feedback and requires support from teachers and parents.
3 - Meets/exceeds grade level expectations. Student is right on target for learning. Way to go!
2 - Student is approaching the grade level expectations. Student needs to pay attention to feedback from the teacher, take additional time on work, and ask for help as needed.
1 - Student is not meeting the grade level expectations. Student needs to pay attention to feedback and requires support from teachers and parents.
More Information on Grades and Scoring
Here is an interesting scenario; "If my child gets 100% correct on a spelling test or other assignment, how can they end up with a score of 2? Shouldn't 100% always be a 3?"
Interestingly, no. Here's one example--if your child's word study lists are below grade level, then even 100% correct on that week's test is a 2, because your child is still at the "approaching grade level" stage in spelling. I complete an "inventory" to assess each student's academic stage/level every so often, so students have the opportunity to show progress and move up to grade level or above as the year progresses.
This kind of situation can also appear in reading, writing, math, science and social studies as students who are "performing" below grade level may show great work, but because their working at, say, a year or so below the 4th grade expectation, they will still be considered as "approaching grade level" expectations (2).
In this new grading system, since we've moved effort and participation to a different part of the report card, we have the advantage of REALLY seeing where a student's abilities are, and thus we can focus on where specific improvement needs to happen. The tricky part will be to help students understand that a "2" is not necessarily a bad thing if they are putting their best effort into their work and asking for help when it is needed.
Interestingly, no. Here's one example--if your child's word study lists are below grade level, then even 100% correct on that week's test is a 2, because your child is still at the "approaching grade level" stage in spelling. I complete an "inventory" to assess each student's academic stage/level every so often, so students have the opportunity to show progress and move up to grade level or above as the year progresses.
This kind of situation can also appear in reading, writing, math, science and social studies as students who are "performing" below grade level may show great work, but because their working at, say, a year or so below the 4th grade expectation, they will still be considered as "approaching grade level" expectations (2).
In this new grading system, since we've moved effort and participation to a different part of the report card, we have the advantage of REALLY seeing where a student's abilities are, and thus we can focus on where specific improvement needs to happen. The tricky part will be to help students understand that a "2" is not necessarily a bad thing if they are putting their best effort into their work and asking for help when it is needed.