Guidelines for Efficient Transition to Criteria-Centered Marking Systems for Higher Success
In a Tech & Learning webinar, Dr. Kecia Ray focused on the Maryville City Schools district's transition to standards-based grading, also known as mastery grading. Joining her were Sara Andrus, a District Administrator with Sharon J11 Community Schools in Wisconsin, Lisa Westman, an author, speaker, and consultant, and Kendell Hunter, a product marketing manager for Otus and a former classroom educator.
Sara Andrus kicked off the discussion by addressing the focus of the webinar: navigating pushback during the transition to standards-based grading. In Sharon J11 Community Schools, educators engaged in 'calibration conversations' to determine what skills students should have at certain points and how to address gaps.
One point of resistance among some educators in Andrus' district was around the concept of re-dos, but Andrus argued that re-dos are important to show corrected misunderstandings and should be rewarded. Re-dos can be offered as an alternative to students who need to demonstrate mastery in a subject. Andrus suggests providing different problems for students to solve instead of redoing the same one.
The process of re-dos can empower students and eliminate the stigma of zeros. Establishing a clear rubric can make grading faster in a standards-based classroom. Tech tools can assist with the grading process in many topics in a standards-based classroom.
Westman emphasized the importance of focusing on calibrating instruction and assessment, rather than just creating a standards-based report card. In a standards-based classroom, student behavior should be separated from grades. Conversations with parents about student behavior should be more skills-based.
Behavioral learning goals should be set in a standards-based classroom. Executive functioning and behavior skills should be considered as skills in a standards-based classroom. Westman suggests using daily learning targets to keep students on pace and involved in their own progress.
Sharon J11 Community Schools started their discussion of standards-based grading by looking at what grades convey to educators and parents. The district built rubrics based on state standards for student assessment.
The webinar closed with insights from all three panelists on the benefits of standards-based grading and strategies for overcoming resistance in the transition process. The discussion served as a valuable resource for educators looking to implement standards-based grading in their own classrooms.
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