![]() So my main point in writing this post was to ask: those of you who are standards-based grading aficionados, how do you handle the conversion to a percent or letter score?Ĭertainly any solution, whether it be a formula like this or a more holistic approach like “a student must meet all standards with a 3 or higher to achieve a grade of A, etc”, must involve clear and open communication about the grading policy with students & families. But the formulas aren’t perfect, and are certainly a bit complex for gradebooks (the original challenge). ![]() Still, my second attempt is closer to my understanding of the 4-point scale.įor what it’s worth, I also tried fitting a 5-point scale to percentages.Īnyway, that was a bit of fun. I also tried a third attempt with different points (3=85% & 2=65%) since I was slightly unhappy that the above function from my second attempt was not monotonically increasing on the interval. ![]() My second attempt is more understandable and develops the equation. My first attempt is odd since it reverses the independent and dependent variables (x/y). This in turn prompted me to find differences and look for a cubic equation with inflection point around (2.5, 75). In playing around with the numbers, they seemed to fit naturally into a symmetric pattern around 2.5 = 75%. In my district, the lowest grade we can assign on a report card is a 50, so a 1 average yields this. A student with a 2.5 average (half twos and half threes, e.g.) should receive a C. In my opinion, all 2s should be enough to scrape by with barely passing the class (60% or D) some may argue that since that student has not shown mastery of the standards he or she should receive a failing grade. In my conversation with she stated (and I concur) that a student with all 3s has met all standards and should receive a B+/A. 1 = below standard shows little or no understanding.2 = approaching standard shows some understanding, with major (or many minor) errors.3 = meets standard demonstrates mastery of a skill/topic, perhaps with minor errors.There is no national standard, but many universities use this system. 4 = exceeds standard demonstrates complete mastery and conceptual understanding with no nontrivial errors Source: GCSE new grading scale: factsheets (UK government).While the formulas involved may be too complicated for a gradebook, I approached this problem mathematically: can I create a map from the SBG 1-4 system to the grades I believe they should represent? My understanding of the SBG system is as follows, which informed my selected points and function choice: How do you convert from standard-based grades (often on a 1-4 or 1-5 system) into a percent score required by a gradebook or school district, while still maintaining a sense of what the 1/2/3/4(/5) system means? At the same time, this method has a points and percentages feel to it which is less-than-ideal for communicating student learning in standards-based grading. A twitter colleague, posed the following challenge, which prompted me a great deal of thought: The convert to percentages method will work with many electronic grade books and likely makes sense for parents and students who are used to a points/percentages grading system.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |