What is Standards-Based Grading?
Allow me to explain...
Educators love acronyms. We think of it as a secret-handshake... and we enjoy using them because they make us sound... well... important. But acronyms are as irritating as trying to decipher text jargon. LOL! (Gross...) That being said, you keep seeing "SBG" mentioned in association with this classroom. And "SBG" sounds super-fancy. Do you wanna know the secret handshake?
SBG stands for Standards-Based Grading.
OK. So it's not as cool as you thought it would be. Standards-based grading directly utilizes standards, benchmarks, and indicators as a checklist for the material students need to master before they leave the classroom. The teacher assigns grades that are tied specifically to each indicator as the class moves through the units.
Academic content standards and benchmarks form the backbone of the material taught in any given core subject. In 2010, the State of Ohio restructured its curriculum for Social Studies. Here were the changes:
2002: Indicators --> Benchmarks --> Standards
[see diagram below]
2010: Strands/Themes --> Topics --> Statement
SBG stands for Standards-Based Grading.
OK. So it's not as cool as you thought it would be. Standards-based grading directly utilizes standards, benchmarks, and indicators as a checklist for the material students need to master before they leave the classroom. The teacher assigns grades that are tied specifically to each indicator as the class moves through the units.
Academic content standards and benchmarks form the backbone of the material taught in any given core subject. In 2010, the State of Ohio restructured its curriculum for Social Studies. Here were the changes:
2002: Indicators --> Benchmarks --> Standards
[see diagram below]
2010: Strands/Themes --> Topics --> Statement
Go on...
Prior to 2010, indicators were used to "indicate" what information was to be taught in the classroom at a specific grade level.
After 2010, strands/themes replaced indicators as the essential building blocks. Topics replaced benchmarks and now represent the areas of learning within a strand. (They may span multiple grade levels.)
While the strands/themes and topics are not the same as the indicators and benchmarks, they still provide a road map through the curriculum.
To simplify all of this, I transformed the strands/themes into what I call Essential Questions (or EQs). I use EQs to assess students in my SBG-classroom.
After 2010, strands/themes replaced indicators as the essential building blocks. Topics replaced benchmarks and now represent the areas of learning within a strand. (They may span multiple grade levels.)
While the strands/themes and topics are not the same as the indicators and benchmarks, they still provide a road map through the curriculum.
To simplify all of this, I transformed the strands/themes into what I call Essential Questions (or EQs). I use EQs to assess students in my SBG-classroom.
Go on...
In 2010, Ohio collapsed the 7 existing history standards into 4 content statements.
The 4 content statements are:
1. History (HST)
2. Geography (GEO)
3. Economics (ECO)
4. Government (GOV)
In 2013, I simplified these content statements by rolling them into Essential Questions (EQs). In my class, grades are calculated based upon mastery of these EQs. To help students (and guardians), students receive an EQ packet at the start of every unit. That packet contains all of the EQs that will be covered on the test. (These packets are available for download by going to the homepage for either class: American History or Honors' American History.) When students receive a packet, they will see the following:
The 4 content statements are:
1. History (HST)
2. Geography (GEO)
3. Economics (ECO)
4. Government (GOV)
In 2013, I simplified these content statements by rolling them into Essential Questions (EQs). In my class, grades are calculated based upon mastery of these EQs. To help students (and guardians), students receive an EQ packet at the start of every unit. That packet contains all of the EQs that will be covered on the test. (These packets are available for download by going to the homepage for either class: American History or Honors' American History.) When students receive a packet, they will see the following:
[Click picture for a larger version.]
Go on...
The picture above comes from a page in the Unit #1 EQ Packet.
Check out EQ 1.29. The "EQ" means this is an "Essential Question". The "1" means it is "Unit #1". The "29" means it is the 29th EQ of the unit.
Look at the one below it: EQ 1.30. The "EQ" means this is an "Essential Question". The "1" means it is "Unit #1". The "30" means it
is the 30th EQ of the unit.
Again, these EQs are used to assess students in my SBG-classroom.
(Click here to go to the discussion on how students are assessed.)
Check out EQ 1.29. The "EQ" means this is an "Essential Question". The "1" means it is "Unit #1". The "29" means it is the 29th EQ of the unit.
Look at the one below it: EQ 1.30. The "EQ" means this is an "Essential Question". The "1" means it is "Unit #1". The "30" means it
is the 30th EQ of the unit.
Again, these EQs are used to assess students in my SBG-classroom.
(Click here to go to the discussion on how students are assessed.)