What is Standards-Based Assessment and Reporting?
Developed and shared by Jeff Ritchie RBSS
Standards-Based Assessment and Reporting is a system of reporting student proficiency in a number of specific learning outcomes. Rather than give students one grade on a test that assessed multiple skills, students will be given a number of scores that represent their proficiency in each of the skills assessed. Student achievement in this course will be evaluated according to performance standards. These standards indicate a continuum of development from Not Yet Meeting Expectations, Minimally Meeting Expectations, Meeting Expectations, to Fully Meeting Expectations. The standards tell teachers, parents and students what the students are supposed to be learning, and tracks how well the student is achieving those skills.
What changes will I see as a parent/guardian?
These performance standards scores will replace percentage scores on progress reports and tests. Students will continue to have performance standard scores translated to a final letter grade and percentage on report cards. Recognizing that students learn during the instructional process, the grade for a unit of study will be focused on what a student “knows, understands and can do” at the end of the unit. Students will be provided feedback and they will have opportunities to redo and relearn information and skills.
How are the performance standards levels of learning defined?
|In Progress, Incomplete or NHI
· Assignment not done, not handed in or missing
· Not Assessed
· Absent, student is still expected to get the work done. All IPs must be completed.
|Not Yet Meeting Expectations
· The work does not meet grade-level expectations
· Shows limited understanding of the concepts.
· Limited accuracy; major errors or omissions in your work.
· “I cannot answer most of the questions.”
· “With help I can understand some of what was taught.”
|Minimally Meeting Expectations
· Some errors or omission in work.
· Basic understanding of the concepts.
· Work is confusing in places.
· “I know (can do) all the easy parts, but I don’t know (can’t do) the harder parts.”
· “I need help from peers or my teacher to answer some of the questions.”
| Meeting Expectations
· Good understanding of the concepts.
· Work is clear and easy to understand.
· Generally accurate; minor errors or omissions in work.
· “ I know I can answer most questions but need to pracatice some of the concepts.”
· “I need my notes some of the time”
· “I still have difficulty applying the concepts to new situations.”
· Outstanding, demonstrates exemplary understanding and application of the learning outcomes.
· Work is detailed, precise, and logically organized.
· Would benefit from extra challenge.
· “I can make connections, apply to new situations, and communicate the idea to others.”
· “I could be a peer teacher.”