Granite School District’s PURPOSE FOR GRADING Statement:
The Granite District Proficiency-Based Learning model is designed around the premise that grades are intended to communicate progress to students and parents. They are intended to indicate at a prescribed moment in time what a student knows and can do with respect to course objectives that have been explicitly taught. They encourage the student to act on feedback and the teacher to adjust and individualize instruction. Non-academic habits and behaviors are reflected in the citizenship grade rather than the academic grade (unless specifically prescribed by a state learning standard).
Our School uses a Proficiency-Based Learning (PBL) approach to grading. Progress reporting and “grades” are meant to show what a student knows and is able to do with respect to specific subject standards during a specific period of time (grading period). Proficiency-Based Learning focuses on levels of proficiency that reflect this progress rather than on “points,” percentages and grades. Assessments are tied to specific standards to show a student’s progress toward proficiency. These assessments incorporate multiple methods by which students demonstrate their learning. There is no extra credit, but students are given multiple opportunities to demonstrate their knowledge and skills in a variety of ways. When monitoring academic progress, parents should keep the following in mind:
Scores of 4 = student has an in-depth understanding of the standard and can demonstrate it in complex ways (highly proficient)
Scores of 3 = student meets expectations described in the standard and can do them independently (proficient)
Scores of 2 = student is close to meeting expectations and can do simpler parts independently (approaching proficient)
Scores of 1 = student still needs help and support to do the simpler parts of the standard (below proficient)
BIG Changes with BIG Implications for the 2020-2021 School Year
Number of Assessments
- Teachers now have the flexibility to determine the number of assessments for each standard.
- KEY standards and the number of assessments required for KEY standards will be determined by school-level PLCs.
- Curriculum Maps will continue to code KEY standards identified by content specialists.
- Proficiency score for a standard will be generated when the first assessment is entered into Gradebook and will begin calculating into the overall grade.
- Common Formative Assessments (CFAs) should be regular “proficiency checks” that inform instruction and provide feedback to PLCs – they should not be THE assessment that determines a student’s proficiency level on a standard.
- Requires a shift in thinking about assessment QUALITY over quantity: teachers must focus on creating reliable SUMMATIVE assessments that adequately assess proficiency through multiple modalities (reading, writing, performance tasks/projects, technology).
RECENCY rather than Decaying Average
- The calculation method for determining proficiency on a standard will be RECENCY.
- The most recent evidence of student learning will determine the proficiency score on a standard and will calculate into the overall grade.
- Favors students by not penalizing early learning attempts and focuses instead on learning as a process that often includes “slow starts.”
- All assessments & scores show up in Gradebook – the most recent will generate the proficiency score for the standard and calculate into the overall grade.
- mode+MOST RECENT+ professional judgement = Proficiency Score (Guskey)
- School & classroom culture shift: teachers must explain & expect that all evidence of learning – extra practice, classroom learning activities, proficiency checks (formative assessments) – “count” because they inform instruction and let the teacher know when and how many times to formally assess. All learning activities should move students toward proficiency on the last summative assessment (the one that generates a score), which acts as VERIFICATION of a student’s proficiency.