This is the presentation given by Martin Palamore at Hancock High School in Chicago concerning Standards Based Grading using Gradebook.

1. Standards Based
Grading/Assessment
The Benefits and Implementation in the Social Studies
Department
By Martin Palamore, Teacher, Hancock High School

2. Standard based grading goes beyond just giving students
grades, but shows them what they are good at and
what needs improvement.

3. Traditional Grading
What do these grades tell you about what students learned?
How could you communicate what the students learned to parents,
students, and administrators?

4. Traditional Grading
Student HW HWK Quiz BGR
Test 1 AVG
Name K1 2 1 1
Joe 100% 90% 70% 90% 50% 80% B
Lisa 75% 0% 100% 50% 90% 63%D
68%
Frank 80% 50% 80% 60% 70%
D
68%
Mary 35% 70% 70% 80% 85%
D
What do these grades tell you about what students learned?
How could you communicate what the students learned to parents,
students, and administrators?

5. Benefit One: Understanding/Communicating What
Students Learned

6. Standards Based Grading
What do these grades tell you about what students learned?
How could you communicate what the students learned to parents,
students, and administrators?

7. Standards Based Grading
HWK Two: Classwork:
HWK One: Activity: Quiz One Goal
Meaning of Frayer Quiz One Goal
Determining Renaissance - One: Cause/
Student Name Cause/Effect
Word:
Cause/Effect
Model
Effect
Two: Meaning of
Content Meaning of Word
Relationships Relationships Relationships
Vocab Word
Joe 65% 90% 80% 90% 95% 95%
Lisa 75% 0% 85% 50% 90% 70%
Frank 80% 50% 80% 60% 80% 68%
Mary 35% 70% 70% 80% 85% 90%
What do these grades tell you about what students learned?
How could you communicate what the students learned to parents,
students, and administrators?

8. Benefit Two: Allows for easy reflection/knowing
what works!

9. Planning for
Standards
Based
Grading

10. • Step One: Know Which Standards You Are
Accessing Before the Unit Starts
• Step Two: Develop Different Strategies to
Teach the Standard
• Step Three: Know How You Are Going to
Access Each Standard
• Step Four: Change Strategy As Needed

11. U.S. History: The Civil War Era
• Standards
• Goal One: Meaning of Word
• Goal Two: Determining the Main Idea in a Straight Forward Piece of Writing
• Goal Three: Sequencing Events
• Strategies/Assessment
• Goal One: Meaning of Word
• Strategies: Frayer Model, Vocabulary Cards, Book Work, Crossword Puzzle, Word
Association Activity
• Assessment: Project- Vocabulary Booklet, Quiz, Unit Test
• Goal Two: Determining the Main Idea in a Straight Forward Piece of Writing
• Strategies: Magnet Summaries, DBQ - Interacting with Evidence
• Assessment: Magnet Summary & DBQ on Test/Quizzes
• Goal Three: Sequencing Events
• Strategies: Flow Charts
• Assessment: Activity - Ordering Events Flashcards, Quiz

12. The Power of Five

13. Five Different Assessments of the Standards
Put into Gradebook
1. Gives Students Multiple Opportunities to Perfect a
Standard
2. Allows You to See Student’s Growth

14. Standard One: Meaning of Word
Student Activity: Flash
Card Association
In-Class:
Crossword
Quiz 1 Goal 1: In-Class: Frayer
Civil War Test -
Goal 1: Meaning
Name Poster Puzzle
Meaning of Word Model
of Word
Sara 70% 90% 90% 95% 100%
Five Different Assessments of the Standards
Put into Gradebook
1. Gives Students Multiple Opportunities to Perfect a
Standard
2. Allows You to See Student’s Growth

15. Best Practices/Rationale

16. Grading Weights

17. Grading Weights
• At least 70% of your
grades should go towards
assignments that assess
learning.
• My Grading Scale
• Assessments - 35%
• Projects/Activities - 40%
• Unit Activities - 15%
• Participation - 10%

18. Re-taking/Re-accessing

19. Re-taking/Re-accessing
• Retake = Allowing students to
make corrections on their
mistakes.
• Set a Max/Min Retake Score
• Mine: 70%
• Re-accessing = Giving a different
assessment on the standard.
• Set a Mastery Level
• Mine: 80%

20. Grading Homework

21. Grading Homework
• Grading individual homework assignments doesn’t
fit into standard-based grading unless they are an
assessment.

22. Grading Homework
• Grading individual homework assignments doesn’t
fit into standard-based grading unless they are an
assessment.
Grading Homework
Rationale: Because homework assignments
are such a small portion of the grade, they are
put into Gradebook.
Pros: Students will see the grades in gradebook.
Cons: 1. A lot of Grading 2. Cannot verify if
student did it on their own 3. Student may not
do the assignment, becomes missed “data”
towards assessing standard

23. Grading Homework
• Grading individual homework assignments doesn’t
fit into standard-based grading unless they are an
assessment.
Checking Homework
Grading Homework Rationale: Checking as to see if the students
Rationale: Because homework assignments are doing the homework allows for you to
are such a small portion of the grade, they are assess students effort towards their grade.
put into Gradebook. Pros: 1. Eliminates “grading” homework
Pros: Students will see the grades in gradebook. assignments. 2. Places the learning on the
Cons: 1. A lot of Grading 2. Cannot verify if student. 3. Students completing homework on
student did it on their own 3. Student may not their own becomes less important. 4. Allows for
do the assignment, becomes missed “data” missing assignments.
towards assessing standard Cons: 1. Have to more deliberate on showing
students the benefits of the homework.

24. Grading Homework
• Grading individual homework assignments doesn’t
fit into standard-based grading unless they are an
assessment.
Checking Homework
Grading Homework Rationale: Checking as to see if the students
Rationale: Because homework assignments are doing the homework allows for you to
are such a small portion of the grade, they are assess students effort towards their grade.
put into Gradebook. Pros: 1. Eliminates “grading” homework
Pros: Students will see the grades in gradebook. assignments. 2. Places the learning on the
Cons: 1. A lot of Grading 2. Cannot verify if student. 3. Students completing homework on
student did it on their own 3. Student may not their own becomes less important. 4. Allows for
do the assignment, becomes missed “data” missing assignments.
towards assessing standard Cons: 1. Have to more deliberate on showing
students the benefits of the homework.
HW1 HW2 HW3 HW4 Grade
Nick X -- X 0 63%

25. Grading Scale

26. Grading Scale
• Standards Based Grading is more about level of
mastery than the actual grade. The grade should
reflect the level of mastery.

27. Grading Scale
• Standards Based Grading is more about level of
mastery than the actual grade. The grade should
reflect the level of mastery.
A - Exceptional - (100-90)
B - Above Average - (89-80)
C - Average - (79-70)
D - Deficiency - (69-60)
F - Does Not Meet Standard - (59-50)
**Lowest Grade 50%**

28. Grading Scale
• Standards Based Grading is more about level of
mastery than the actual grade. The grade should
reflect the level of mastery.
A - Exceptional - (100-90)
B - Above Average - (89-80)
C - Average - (79-70)
D - Deficiency - (69-60)
F - Does Not Meet Standard - (59-50)
**Lowest Grade 50%**
Student S1 Grade S1 Grade S1 Grade S1Grade Grade
Nick 90 80 0 90 65% D
Amy 90 80 50 90 78% C

29. Grading Scale Graphically
Nick Amy Nick Amy

30. Grading Scale Graphically
Nick Amy Nick Amy
90
67.5
45
22.5
0
S1 Grade S1 Grade S2 Grade S2 Grade

31. Grading Scale Graphically
Nick Amy Nick Amy
90
67.5
45
22.5
0
S1 Grade S1 Grade S2 Grade S2 Grade
1 2 3 4
Nick 90 80 0 90
Amy 90 80 50 90

32. Grading Scale Graphically
Nick Amy Nick Amy
90 100
67.5 87.5
45 75
22.5 62.5
0 50
S1 Grade S1 Grade S2 Grade S2 Grade S1 Grade S1 Grade S1 Grade S1 Grade
1 2 3 4
Nick 90 80 0 90
Amy 90 80 50 90

33. Grading Scale Graphically
Nick Amy Nick Amy
90 100
67.5 87.5
45 75
22.5 62.5
0 50
S1 Grade S1 Grade S2 Grade S2 Grade S1 Grade S1 Grade S1 Grade S1 Grade
1 2 3 4 1 2 3 4
Nick 90 80 0 90 Nick 90 80 50 90
Amy 90 80 50 90 Amy 90 80 55 90

35. Questions?