We're now 8 days into the new school year & standards-based grading has officially been introduced and implemented (though we don't yet have much in the way of assessments in the book). I really like how the use of SBG has required me to rethink how I present a topic and how we spend our time in class1.
However, a couple issues have popped up where I could use a little guidance from some SBG-brethren (or sistren):
Problem 1: Citations & plagiarism
In the past, if students failed to cite their sources or plagiarized, I wouldn't accept their project/assignment/what-have you. I would give them an adequate amount of time to make the necessary changes and re-submit it without penalty, but if they didn't fix it up they wouldn't get credit.
As I was thinking through the SBG system, I realized that if I have a standard for properly citing sources and not plagiarizing information I could be opening a loop-hole. I did a twitter shout out on the issue, and the SBG-Jedi @mctownsley, responded to my question with a question:
Well, yes. I believe it's a very important skill to cite your sources- both for academic integrity and to point any readers toward your sources so they can read them and see if they agree with your interpretation of them. However, imagine a student really hates citations (let's face it, they are a pain) and decides to the play the system. They realize that as long as they use citations properly for the last assessment that requires them, they really don't need to do citations for any other previous assessments. This doesn't seem ideal.
My solution as of now: I have a standard for citations. In addition, if a student turns in a project or activity that is missing citations when it should have them or is plagiarized, then I'll give it back, tell them to fix it up, and not change any grades on any standards (except for the citation standard). While this technically leaves a loop-hole intact, I believe it'll prevent too much monkeying around.
Problem 2: Tracked classes
I teach 9th grade Integrated Science all day, every day. However, there are three(!) levels of Integrated Science: Honors, regular, and Foundations. Let's ignore issues with tracking students since it's an issue beyond my control at the moment2.
Should all Integrated Science classes share the same standards? Should achieving mastery be defined the same for all classes? My school weights honors classes more heavily (to prevent students taking low-level classes from becoming valedictorian, presumably), which seems to suggest there's a belief that the class requires less effort3.
My solution as of now: (1)The standards for all levels of Integrated Science are the same, but may be adjusted as I see necessary. If one level is showing a lack of knowledge I feel is important, I'll feel free to add a standard in for just that level (and vice-versa for removal of standards). I'm trying to be flexible and provide the best learning opportunities for all students. (2) I'm really not sure about this one. Right now I'm going to expect students in all levels to demonstrate similar levels of knowledge or skill to achieve mastery. Since I'm flexible on how much time I spend on standards in different classes, I'm willing to spend extra time if needed to get all students to mastery level.
Whatchoo think?
I know there are many people out there who have already dealt with similar issues. I'd love to hear your own solutions to these problems as well as insights into my "solutions as of now."
_____
- I really like the way it allows me to focus in on areas of student weaknesses and differentiate instruction with super-laser-guided-satellite-gps precision. [↩]
- For the record, I find it's 95% a bad thing- including some pretty serious (but never mentioned aloud) issues with minorities being over-represented in Foundations and under-represented in Honors. There's an unspoken message being given to our minority population... [↩]
- Not an assertion I agree with, but thems the facts. [↩]
2 cents:
1. I agree with your first solution. If you make it a standard and teach it, you've made your expectations clear and given the tools so now your students need to get there. Is citations under a larger "Science Writing" umbrella standard? Seems like you could make a general science writing standard that includes both your blogging and things like lab reports and what not.
2. I probably disagree with this one. Here's my reasoning: Ultimately, the question is "Does every A equal the same understanding?" Now, between foundation classes this should definitely be yes. However, since your school defines the A itself as something different (Worth more in the Honors class), that means it should equate to more understanding. So if they get an additional grade point (like an A = 5 points instead of 4), then that means your B in Honors should equate with your A in regular since what your school is saying is that a B in Honors is equivalent to an A in Regular.
Although, I could definitely be misunderstanding what you mean by weighting differently.
@Jason: No, you're interpreting the grading structure correctly. An "A" in a foundations class is roughly equal to a "C" in an honors class, as far as grade points are concerned. This issue is one I struggle with, mainly because I'm not a big fan of the way students are grouped into the various levels.
After thinking about it and reading your thoughts on the topic, I think you're right. The school has already set up a structure that says the level of understanding to earn the highest grade isn't equal between the classes, so it doesn't make sense to require the same level of understanding to earn mastery on any standard in the class either. The trick now will be figuring out exactly what mastery looks like in a honors class compared to a foundations class...
Yeah. That's the hard part. But kind of exciting too. I mean, too often honors classes are like - in this class you write a ten page paper while in the regular class you write a 5 page paper. "Wait.. I'm not going to learn anything more in depth but I get to do more work? Yay!" Ugh. And we wonder why kids prefer to slack into easier classes.
I agree on #1. If you make it a standard, assess it multiple times and provide meaningful feedback along the way, it makes sense and students should feel it does, too. Clear communication/instruction, meaningful feedback and multiple assessment opportunities (in my opinion) are just as important as the way the grades are reported out.
I don't have any experience with the tracked classes, so I'll let others weigh in.
Nice work.