Standards Based Grades in the

World Language Classroom:

How to Transition from a Traditional Grading System

Susan Loeffler-Bell
Spanish Teacher
Muskego High School
susan.loeffler-bell@muskegonorway.org

Joshua LeGreve
Spanish Teacher
Green Lake School District
legrevej@glsd.k12.wi.us
 Background/Suggested Further Reading
Muskego-Norway School District

2012: Grading 4 Learning Committee tasked with research grading methods

Standards based became focus
2013-2014: Small group of teachers piloted to see viability/work out hiccups.
Gradebook set up to accommodate the methods
New scales were devised to convert between systems
Parent/Student/Board feedback was….

Useful Resources
Muskego-Norway’s Grading 4 Learning Research
http://bit.ly/standardwaflt

Rick Wormeli's Resources for Practical and Compelling Educational Change

http://rickwormeli.net/?page_id=44

Ken O’Connor’s (“The Grade Doctor’s”) website

http://www.oconnorgrading.com/

Marzano’s website
http://www.marzanoresearch.com/

Teach For June Resource Page (scroll down, past the “sign-up” for workshops)
http://teachforjune.com/services/#resources
 What exactly is SBG?
“Standards Based Grading (SBG): This is a philosophy of the role of grades in a class. The idea
that a grade should be a reflection of what a student understands. It’s like a measuring stick of learning, not
whipping stick of obedience. These measurements are then based on standards. Standards are the ideas that
you expect students to understand. Example: students should be able to use the momentum principle to solve
interesting problems.”

-Rhett Allain, Wired Science Blogs

http://www.wired.com/2014/05/what-is-standards-based-grading/

What it is:
Using pre-defined expectations to measure student achieve
Focuses on the specific standard to provide precise feedback
Establishes clear task goals
Performance based/reflects performance

What it provides:
Elimination of “unfair” numerical systems
More chances for students to reflect on their growth
Focus on what is important
Clear expectations of what should be graded/affect the grade.

What is shouldn’t be:

Converting ABCD for 4321
Based on percentages correct

Why use SBG?

1) Results!!!
Eliminates “playing school” that affects grade
-Skills are measured independently, so there is no hiding behind “homework points” or
“extra credit”
-Rewards risk taking instead of rewarding those that “play it safe” for the grade
Gives clear feedback
-Students know exactly how they are doing on each skill
-Provides for clear paths for student intervention
Shows what students can really do in the language
-What does “7 out of 10 correct” really mean in USING the language?
-Gives a specific goal and level students are expected to reach, and allows for analysis
that raw points just does not.
2) Pushes students higher/Raises the bar
-Students know how high they need to reach, not how many points they must get to
-High achieving students have a clear path on how to push themselves further
-Struggling students can see specifically what they can work on AND see some of their
strengths (giving them some encouragement)
-Students can talk about and discuss their specific skills and achievements.
 Creating Power Standards
Our state standards are many and plentiful, and our district required every standard to be posted per
quarter. Research suggested combining standards to create targeted “Power Standards”

Original Standard List:

Final Power Standards

Standards for Conversation and Composition
1. Speaking: Students will defend personal preferences/opinions.
2. Writing: Students will create written products for a variety of reasons.

Español 2 (8th Grade)

1. Speaking: I can converse about what people did, are doing, and plan to do (A.1, C.4)
2. Listening: I can comprehend selected authentic audio on familiar topics (B.1, B.2)
3. Reading: I can comprehend the main idea of selected authentic written material in a wide
variety of formats (B.3, B.4)
4. Writing: I can write various texts and letters for a variety of purposes (C.3, C.4, C.5)
5. Language Structure: I can identify and use sentence structure to derive meaning (H.1)
6. [Culture*: I can compare perspectives and practices in different culture (I.1, I.2)]

*Culture was eventually phased out, as in the language classroom culture should be
interwoven in the other standards.
 Tips for smooth transition
a) Communication
Clear Communication = Smoother Transition
Front load info to families and students.
KEY FACTS:
What do the numbers mean?
Not equivalent to letter grades
What are the standards?
Remind through the year
Add to Report Card Comments
Note standards on assessments

b) Effective Rubrics w/ Defined Expectations

Clearly define what is a "3
Rubrics should drive toward the standards (is it grammar nit picky?)
See following examples for General vs. Specific rubrics

c) What to assess
NOT EVERYTHING!
Feedback does not need to lead to a grade (example: homework).
Only include what supports the standards in the grade
Grade one piece for separate standards (reading portion gets separate grade from writing)

Example Rubrics
Rubric for weekly in-class oral participation for Conversation and Composition Class
Nombre_____________________________ fecha___________________________

¿Uso frases completas? sí no

¿Uso el tiempo verbal correcto? sí no
¿Explico el "por qué" de mi opinión? sí no
¿Explico palabras que no sé con sinónimos o con circunloquio? sí no
¿Pido clarificación cuando no entiendo? sí no
¿Puedo defender mi opinión cuando necesario? sí no
¿Incluyo vocabulario nuevo en mis comentarios? sí no

Para mejorar la habilidad de comunicar oralmente, voy a:

Creo que merezco 4 = exceeds expectations

3 = meets expectations
2 = sometimes meets expectations
1 = need to practice/work harder as I’m not meeting the expectations

comentarios de la profesora:
WRITING RUBRIC (based off District Wide Rubric for Writing)
Students will write a well-organized essay in which they support their opinion about the value of
having an imagination; is it helpful to have an active, creative imagination in order to be successful?

Requirements:
I use complete/complex sentences.
I can defend my opinion with appropriate arguments
I use appropriate vocabulary
My essay is well organized and has an effective thesis statement
I use appropriate verb constructions and tenses
I use conventions (spelling, accents, agreement, and punctuation) correctly
Language and Comprehensibili Organization Accuracy – Accuracy –
Vocabulary Usage ty Grammar Conventions
I have control of the
4
I incorporate new My audience My presentation makes I have control of
vocabulary fluidly and understands all of sense and is well level appropriate following conventions but
may make a few errors
naturally. I include what I am trying to organized; the thesis is grammatical
with no pattern of the
idiomatic expressions and communicate. effective and structures, but may errors.
use a wide variety of level defensible. My make one or two 1. Accents
appropriate words. conclusion is an errors which don’t 2. Spelling
effective summary of affect 3. Capitalization
the thesis statement. comprehension. 4. Punctuation
Supporting details are
specific and effective.

3
I incorporate new My audience My presentation I show evidence of I show evidence of control
vocabulary, although it understands most of generally makes sense control however however make some
may not flow naturally. I what I am trying to and is mostly make some errors errors with some patterns
try to include idiomatic communicate. organized; the thesis with some patterns of errors.
expressions and use a and conclusion are of errors; however,
variety of level appropriate included, but not they don’t affect
words. necessarily effective. comprehension.
Supporting details are
included.

2
I incorporate new My audience My presentation is I show evidence of I show evidence of control
vocabulary, but may make understands some of somewhat confusing control however I however make many
some mistakes and it what I am trying to and lacks some make many errors errors in a variety of
doesn’t always flow communicate. organization; thesis and in a variety of structures.
naturally. I don’t include conclusion may be structures, and they
idiomatic expressions and missing or ineffective. may affect
although my choices are Supporting details may comprehension.
level appropriate, there be missing or
isn’t much variety. ineffective.

1
I do not include new My audience My presentation is I show minimal I show minimal evidence
vocabulary or idiomatic understands very really confusing and evidence of control of control and make
expressions and/or my little that I am trying to lacks any organization. and I make frequent errors.
vocabulary choices are communicate. Key elements of thesis, frequent errors,
not always level conclusion and which affect
appropriate and lack supporting details may comprehension.
variety. be missing.

0 No evidence No evidence No evidence No evidence No evidence

 Vocabulary Usage Comprehensibility Comprehen Accuracy Sentence Fluency Content
sion Structure

4 I incorporate new
vocabulary fluidly
The person I am talking
to understands all of
I understand
all of what is
I am
consistent in
My
sentences
I can speak
clearly without
I incorporated
references to all
and naturally. I what I am trying to said to me, my choice of are hesitation. I can the works that we
include idiomatic communicate. I ask and and am able verb tense, complex pronounce have
expressions and use answer questions to to respond although I may and everything watched/read in
a wide variety of keep the conversation appropriately make a few varied. correctly. I use class. I am able
level appropriate moving. . errors in form. realistic to incorporate
words. intonation. them naturally in
conversation.

3 I incorporate new
vocabulary, although
The person I am talking
to understands almost
I understand
most of
I make some
errors in
My
sentences
I can speak
clearly with a
I incorporated
references to one
it may not flow all of what I am trying to what is said choice of verb are some problems or two of the
naturally. I try to say; no need for to me, and tense and/or complex, with hesitation, works that we
include idiomatic clarification. I ask a few can respond make errors in but they pronunciation, read/watched in
expressions and use questions to keep the appropriately form. may not and/or intonation. class. They may
a variety of level conversation moving. with some have Errors do not or may not flow
appropriate words. clarification. much affect my ability to naturally in
variety in be understood. conversation.
structure.

2 I incorporate new
vocabulary, but may
The person I am talking
to understands some of
I understand
some of
I make
frequent errors
My
sentences
When I speak I
have some
I made an attempt
to include
make some what I am trying to what is said in choice of are simple problems with references to
mistakes and it may communicate, and may to me, and verb tense and and/or hesitation, works we
not always flow need to ask for must ask for make many don’t have pronunciation, read/watched in
naturally. I may not clarification. Although I clarification errors in form. variety. I and intonation, class. They don’t
include idiomatic ask one or two frequently. may have and they may necessarily flow
expressions and questions, I rely on my a few affect my ability to naturally, and may
although my choices partner to move the fragments. be understood. seem forced, at
are level conversation along. random, into the
appropriate, there conversation.
isn’t much variety.

1 I do not include new

vocabulary or
The person I am talking
to understands very
I understand
very little of
I am very
inconsistent in
My
sentences
I hesitate
frequently and I
I made no attempt
to include
idiomatic little that I am trying to what is said my choice of are not struggle with references to
expressions and/or communicate, and has to me, and verb tense and always pronunciation and works
my vocabulary to ask for clarification sometimes form to the complete intonation. It’s read/watched in
choices are not from me. I make no respond point where thoughts. difficult to class into my
always level attempt to further the inappropriat sometimes I understand me. conversation, but
appropriate and may conversation. ely. am not may have reacted
lack variety. understood. to comments by
my partner.

Interpersonal speaking rubric (Based off District Wide Rubric for Speaking)
Students will have a conversation about the future. One student will be chosen, at random, to have an optimistic
view of the future and the other will take a pessimistic view of the future. They should include references to the
selections which were read in class to support their views.

Requirements:
I use complete/complex sentences.
I use appropriate verb tenses/structures.
I include reasons for each argument I put forth.
I explain words I don’t know or use a synonym.
I ask for clarification when I don’t understand my partner and ask questions to further the conversation.
I include new/appropriate vocabulary.
I can pronounce words correctly.
 Writing Assessment – Lower Level Example Escribir: Casas
LT: I can describe my house, including the types of rooms. LT: I can describe the items within a room.
LT: I can describe where things are located within a room.
Writing Standard: I can write a variety of texts and letters for a variety of purposes.
Mínimo (1) Básico (2) Proficiente (3) Avanzado (4)
Describing Items in a Room
Describing Location
Physical Description
4 = I can do this task very thoroughly in writing. I am able to complete this skill in a variety of ways, integrating new and old vocabulary
3 = I can complete this task well in writing. My sentence structure is clear and I use a variety of vocabulary with this skill.
2 = I can do this somewhat, but I make a few minor errors that hinder the fluency/understanding of my writing.
1 = I show very little control of this specific skill within writing. Errors make it difficult to understand and errors an varied greatly.

Describe 2 of 4 cuartos: Make sure to LIST what is in the room, say WHERE at least two things are in
each room, and DESCRIBE at least two things in each room!

_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
_________________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________

_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
_______________________________________________________ _______________________________________________________
FLES Example - Speaking

Quarter 1 Content Standards -- These are our four content standards for my Grade 4 Class

Grade 4 Quarter Check

Fecha: _______________
Nombre:________________________________________
I can… Not Yet I can with
help I can alone ok I can alone well
…identify the color
of an animal.

+
…identify the size
of an animal.

+
…identify the
habitat of an
animal.

+
…say what the
weather is like in
that habitat.

+
Cultural Reflection Rubric
Rubric:
4- I answer all questions very thoroughly. I make multiple connections with the text/pictures in each step,
and multiple times I draw deep comparisons and connections with my own culture.

3- I answer all questions well, making one or two connections to the text/pictures for each step. I make
decent comparisons between my culture and the culture of Chile.

2- Many answers are basic, but I make a few connections to the readings here and there. I make minimal
connections to my own life.

1- My answers do not show a comprehension of the cultural material at all. I give no cultural connections
to my own culture.

How to Give That Final Grade

Muskego Norway Schools Grading Scales
 Bay Lane grading scale
Middle School Grading Scale

Standard Scale Percent Explanation

Grade
Score Most recent evidence of standards attainment indicates the student...

 exceeds content standards

A Mostly 4’s some 3’s 90-100  consistently demonstrates a thorough understanding of content
standards

 meets content standards

B Mostly 3’s 80-89  consistently demonstrates proficient understanding of content
standards

Mostly 2’s with some  meets some content standards

C 3’s
70-79
 consistently demonstrates a partial understanding of content standards

 meets few content standards

D Mostly 2’s 60-69  consistently demonstrates minimal understanding of most content
standards

 does not meet content standards

F Mostly 1’s 0-59
 consistently does not demonstrate understanding of content standards

Susan’s scale for Comp and Conversation (Upper Level):

Grades:
The following metrics will be used for all written and oral work:

4: Exceeds expectations
Student has demonstrated mastery of the standards/learning target and exceeded the expected
level of performance. Student is using the learning in novel ways.

3: Meets expectations
Student has demonstrated mastery of the standards/learning target and met the expected level of
performance.

2: Approaching expectations
Student has demonstrated some mastery of the standards/learning target but has some work to do
to meet the expected level of performance.

1: Not enough evidence that student has met expectations

Student has demonstrated only partial/minimal mastery of standards/learning targets.

0: No evidence has been provided

Grades will converted to an A, B, C, D, F scale as follows for quarter and semester grades:
A 3.75 – 4.0
A- 3.50 – 3.74
B+ 3.25 – 3.49
B 3.0 – 3.24
B- 2.75 – 2.99
C+ 2.50 – 2.74
C 2.00 – 2.49
C- 1.75 - 1.99
D+ 1.50 – 1.74
D 1.25 – 1.49
D- 1.00 – 1.24
F 0.00 – 0.99

Don't forget to remain sane!

-Don’t fear change midstream

-Find a buddy and collaborate often

-Listen to the kids and communicate to them often

-Ask for help

-Take one step at a time.