Standards-Based

Grading and Reporting

Pre-assess
Instruction/

Remediation/
Enrichment

Data Analysis

The
Teaching
Wheel

Formative
Assessment

Data Analysis
Summative
Assessment

What do you
want to
accomplish
today?

Why?

Possible Conversion Scale

4 points = 10 points
3 points = 8.5 points
2 points = 7.5 points
1 point= 6.5 points

Should you give 0s?

Should you grade homework?

What about extra credit?

Start with the

content standard

then assess.

Save Time
Dont assess until youre confident
many students will score
proficiently.

How often do/should you

reassess?

www.threering.com

Hollas, B. (2005)

Pre-Assessment
What

A short test or quiz, classroom acAvity, or

knowledge-gathering exercisealways
ungraded

When

A few days or a week before we start teaching

w allow planning Ame
a unit of study to

Why

To nd out what students already know, so

we can plan

Formative Assessment
What

A simple ungraded acAvity to check in on how

students are doing with new material.

When

While teaching a unit

Why

To provide direcAon and help us adjust

instrucAon for some students or all students

Summative Assessment
What

A test, assignment, or other activity

that measures student competency at
the end of a unit of learning, always
graded

When

After teaching a unit

Why

To summarize learning and measure

students mastery of the concepts we
taught

Entrance/Exit Slip

Accountability

Feedback

Socrative App

Lesson
Summary
President Thomas Jefferson asked Lewis and Clark to explore
the territory west of the Mississippi River in 1804 to study
the plants, animals, and geography with Sacajawea as their
guide to see if the land might be an economic asset to the
United States.

Im Done!
What Do I Do Now?

Differentiated Continuum
Not
Differentiated

One-Size-Fits-All

Highly
Differentiated
Assessment
Learning Profile
Tiered Activities
Curriculum Compacting
Learning Contracts
Independent Study
Flexible Grouping
Anchor Activities
Learning Centers/Stations
Problem-Based Learning
Project-Based Learning

Learning Contracts May Include:

What the student plans to learn

How the student plans to learn it
How you will assess the activity
What working conditions will occur
while the student is learning the
content

Learning Contract
Assessment
I selected a topic that held my
interest.
I learned something new.
I demonstrated this new knowledge on
my chosen project.
I did my best work on my chosen
project.
I followed the working conditions.
I asked for help when I needed it.
I would like another opportunity to
work on a learning contract in the
future.

Student
Yes
No

Teacher
Yes No

Working Conditions May Include:

Work without disturbing others.
Avoid interrupting the teacher while
she's teaching.
Put forth your best effort.
Work on anchor activities if you get
stuck on something and the teacher
is unavailable to help.

Think-Tac-Toe
Verbal/Linguistic
Intelligence
Write a report

Logical/Mathematical
Intelligence
Create a timeline

Visual/Spatial
Intelligence
Create a mind map

Visual/Spatial
Intelligence
Create a comic strip

Interpersonal
Intelligence
Host a talk show

Intrapersonal
Intelligence
Keep a journal

Naturalist Intelligence
Compare subject
to animal

Musical Intelligence
Write song lyrics

Bodily/Kinesthetic
Intelligence
Develop gestures