This tag is associated with 24 posts

SBG with Seniors

Here’s the problem with Standards-Based Grading (SBG) and seniors: their first quarter grades matter. In my usual approach to grading, the quarter grades are just snapshots. Since they weren’t (at my old school) and aren’t (at my current school) put on transcripts, I have felt free to use them as moments for students to check … Continue reading

Offside Assessments

Or, No More Cherry Picking (and How to Stop Doing That) The Goal of Standards-Based Grading (SBG): Use standards to give students specific, useful feedback that will help students know what to practice to improve their understanding and performance and you (the teacher) know how to help the students and what to keep testing. The … Continue reading

May Course Evaluations: Standards-Based Grading Feedback

Part 2 of my May course evaluation reflection is centered on standards-based grading (SBG). I’ve just wrapped up year 2 of this radical change in my assessment philosophy and procedure. It has been a huge success. Instead of posting every response, I will just post the best (in terms of feedback, not necessarily the best … Continue reading

SBG Cootie Catcher

Found in the physics classroom this spring: one standards-based grading focused cootie catcher (aka fortune teller, aka a lot of other names, I’m sure—check out the Wikipedia article about these things if you haven’t seen them before). The outside choices: Meet with Ms. O’Shea, Do nothing, Study, Retest on Sunday. The middle layer was blank … Continue reading

Standards-Based Grading in a Points-Based World

My last post (Bundled Objectives, etc) had a comment from Joe Morin this morning with great questions and ideas about how to create an SBG system when you are required to average quarters and exams. I replied to his comment (see below), but I am also hoping to get Joe some more responses with other … Continue reading

Extra Tests, Bundled Objectives, and Changes for Next Year

Exam writing is looming just around the corner (May 30th is the big day this year). In response, I am turning to the traditional writing-procrastination technique: entertaining ideas about possible changes for next year’s classes (procrastinating on writing advising letters two years ago resulted in my moving to standards-based grading in the first place, so it … Continue reading

Update: Managing Extra Tests

At this point (just over 3/4 of the way through), I’ve written 221 extra tests this year for my 44 students. Extra tests are individual tests That’s in addition to the 72 in-class tests so far this year (and the 2 end-of-semester exams). Since I last wrote about keeping track of extra testing, I’ve made … Continue reading

Student views on No Physics Homework

I wrote earlier about not assigning specific homework in my classes, a move that I made starting in the 2nd semester last year. I was so happy about how it went last year that I basically continued the policy this year. On my course evaluations two weeks ago, I asked a couple of questions that … Continue reading

Student views on SBG (January 2012 edition)

This is my second year using this different grading paradigm (if you aren’t familiar with my flavor of grading, read: Conjunctive Standards-Based Grading). I’ve made some tweaks from my first run last year, and it feels like an established system that just happens in physics here (rather than a crazy new experiment). I’m hoping/planning to … Continue reading

The essential toolkit for a first time SBG implementer?

This question, “What do you think is the essential toolkit for a first time SBG implementer?” was posted in the comments on my last post. So after rambling a bit myself, I threw it over to Twitter to see what other people had to say. Here’s what I got. A lot of good advice! Know … Continue reading


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