My SBG style has been evolving over the years, but this is my current method.

My list of concepts is pretty much the California State Standards.ALGEBRA_STANDARDS

STANDARDS TESTS:

- Short, usually 3 questions because then I don’t have to give up a whole class period to do a test
- One basic, one proficient, and one advanced question to match the state test. The plan is that they can all do the basic, many can do the proficient, and some can do the advanced, but sometimes they can do the advanced, and not the others!
- Grading scale is out of 4 points: 4 points (all correct, advanced, A), 3.5 points (1 wrong, proficient, B), 3 (2 wrong, basic, C), and 2 points (all wrong, but made an attempt). I used a scale of 5, and I used a scale of 4, 3, 2, 1, but since I had to transfer to percents, I made the adjustment.

- Given several times a week: 1
^{st}attempt might be a pretest, 2^{nd}attempt shortly after we finish the topic, reteach, and 3^{rd}attempt, more reteach and 4^{th}attempt. A few weeks later, we might take it again. We continue to reassess all year. My goal is that students learn the concept, and remember it all year. I used to let them stop after they received a 4, but, I noticed students forgot the concepts they didn’t use regularly. And if they really are advanced, then they should be scoring a 4 almost every time. - Can be retaken for a higher grade before or after school. If they finally learn the concept, I want them to prove it. I used to give them a maximum of a 3.5, but if they become advanced, I felt they should be able to achieve advanced.
- Latest score overrides previous scores. I tried recording all of the scores, but students and parents just couldn’t understand.
- Weighted concepts: I weight the standard tests according to the California State Test blueprints. It says how many questions of each concept are on the test. Six questions on the CST mean that concept assessment has a multiplier of 6. I did that because the first year, when they were all worth the same amount, I did not like that A3: Solving Absolute Value Equations and Inequalities had the same value as 5: Solving Equations and Inequalities, when there was only one question on the whole CST test.
- Standards Chart: Each student keeps a chart in their notebook where they record their assessment scores. There are several boxes, so that they can record all of their scores. I originally had line graphs, which were pretty, but with 25 objectives, it wasn’t reasonable. The number in the parenthesis is the weight for the concept.ALGEBRA_STANDARDS

I feel my SBG is always evolving. I started slow, after taking the class, and now have completely changed my assessments. I hope to continue to grow with my SBG this year.

It’s really cool to see teachers putting this much thought into their tests. Instead of a line graph, could you use a small grid of boxes somehow and have the students shade in boxes based on their scores and the multiplier? It seems like it would be easier to scale and manage. 🙂

I actually tried something similar. But since I have them retake the test over and over, they would have to erase the blocks and not all my students use pencil when they are supposed to!

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