Here is a quick summary of my SBG scheme:
- I give out shorter quizzes and generally avoid unit tests
- There are no differences between quiz or tests, quiz questions or test questions
- Quizzes have any where from 1 to 5 learning objectives on them
- Each quiz is graded according to objectives, not marks
- Each objective is graded out of 3: 1 is a start, 2 means some understanding is shown (any amount really), 3 means mastery
- Quiz questions are generally at the level of “normal” questions. Challenge questions are not on my normal quizzes
- Quizzes usually have multiple questions which address the same objective, but they all count towards one grade for the objective on that assessment
- Students often grade/correct their own quizzes - the 3 point scale makes grading very easy. Almost everything is either a two or three. I look through their quizzes and give feedback when needed.
- Overall grade calculations incorporates some voodoo. I try to set some base level, such as all 2’s results in something like a 68%, and the # of 3’s scales the grade up to 100%. I believe Marzano would consider this to be conjunctive grading.
- “Transfer Tasks” are more challenging questions or problems, usual something new, that I use every term to determine who, if anyone, has achieved an A+. These Transfer Task questions are used for the overall grade and are not part of the SBG system.
- Philosophically: any objective can be assessed at any time after evidence of learning is shown. Realistically: other rules must be put in place
- If a student wants to re-test an objective, they have to fill out an online form by Sunday at 9pm. Part of the form is they have to upload pictures of work they’ve done. Re-testing is then done on Wednesday after school. Max of 2 objectives per week. This forces students to practice, to plan ahead and to space out their re-tests.
- Students keep all their assessments in a duotang, along with tracking sheets where they record their grades
- Each objective will be assessed multiple times and it’s always the last/latest grade that counts.
- The portfolio holds the complete picture of what the student demonstrates, and can be used to show achievement of learning objectives in a more holistic manner than simple addition of three’s. For example, if a student makes only a few minor errors all year but each on different objectives, the portfolio can be used to show comprehensive understandings and achievement that surpasses a few small errors.
- SIA is a double edged sword: SIA requests at any time also means I can assess them on any topic at any time!
- I keep track of grades in ActiveGrade, which has been sold and sunsetted. I may try using HaikuLearning, Excel (very messy), Excel with some added scripts using DataNitro, or perhaps roll my own python program. <2018 I’m not just putting everything into our SIS gradebook. Each learning objective is an assignment. It tracks the most recent assessment for each LO, but history of the LO is lost and there is no tracking of what quiz had which LO on it>.
I may switch my standards/objectives to a level system as outlined in the post below this one.