Handouts are available below.

Big Idea

What learning standards do we assess when using Standards-Based Grading? It can’t be every line item on the NGSS – that would take.a lot of time (consider making a proficiency scale for each line item). It would be more efficient to assess standards that represent the broad skills we’re trying to teach. To figure out what those are, we can use Learning Pathways.

Episode Notes

Here are a couple of big ideas from the video:

1. To save time in using standards based grading, don’t assess each topic individually – and, thus, require you to have a different proficiency scale/rubric for each. Instead, set up your marks book to have 3, 4 or 5 big standards, and then assess those standards by using the topics as the source material 
2. As teachers, we all actually teach the same core skills – literacy and numeracy – with our classes (regardless of subject area). To clarify what it means to be a literate and numerate learner, the BC Ministry of Education published Learning Pathways, which is a resource that identifies the aspects of literacy and numeracy that are taught, practiced, and demonstrated in our classes.
3. With regards to science education,  I propose that we adopt the literacy aspects as our standards because science education is focused on science literacy. Numeracy skills are still taught and practiced – but only insofar as they support the literacy standards.
4.  The science and engineering practices found in the NGSS all fit under an aspect of literacy identified in Learning Pathways.

Resources

Handout(s): Ep102 Handouts – What Standards Do I Assess in Standards-Based Grading?

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