- To what extent?
- Our system as an example
- But what about content?
What is a skills-based grading system?
Who needs skills-based grading?
Where can skills-based grading work?
Why use skills-based grading?
It's fair. It offers up the chance for a teacher to allow for choice and flexibility for students. Expectations can be catered to a student situation when needed. If done with a growth model policy, it evaluates student by where they end up, not where they started. No one is punished by where they started.
When should we start doing this?
How do I start skills-based grading?
To what extent?
Research I can locate, evaluate, and summarize research for a question.
Experimentation I can design and execute an experiment to test a question.
Inferences I can draw conclusions from patterns in data and use them to drive inquiry.
Visuals I can model nature with detailed diagrams and 3D models.
Mathematics I can apply the design process to solve problems systematically.
Simulation I can create and use simulations to predictively model nature.
Resources I can keep my time, space, and materials organized and functional.
Respect I can treat my peers and mentors with respect.
Contributions I can contribute significantly to group problem-solving.
Feedback I can use feedback to drive personal reflection and plan for growth.
Self-assessment I can honestly self-assess to develop metacognition and identify areas for growth.
Journaling I can use regular journaling to document and reflect on my growth.
Reporting I can report on investigations and projects.
Presentation I can present and discuss investigation and project results.
Publication I can publish a portfolio record of my learning experiences and skills growth.
Your skill level evaluation is based on your most recent demonstration of your skills.
Skill mastery ratings
5 - Exemplary
4 - Proficient
3 - Developing
2 - Basic
1 - Emerging
The skill statements were written to be as succinct as possible. Details on how to achieve levels of mastery will be laid out in specific expectations and rubrics in class, often developed with student input.
Personal reflection for growth
Reflecting allows us to
Gauge our own abilities and needs
Evaluate how our choices affect our personal outcomes
Process and solidify new knowledge and skills
Do more with feedback than just read it
Plan for future growth
What does reflection look like in portfolios?
Explain the context of your artifact, relating it to the skill.
Reference and discuss feedback, verbal and/or written.
Identify strengths/weaknesses with your skill.
Discuss growth and progress you have made with this skill recently.
Identify behavior patterns which might explain your performance.
Plan for future growth by outlining strategies and resources for improvement in needed areas.
Reflection as a narrative
If you are working on growth in the same skills over an extended period of time it helps to keep an organized narrative going. You don’t necessarily want to replace the old with the new, because some of the story of growth is then lost. But you also don’t want an overwhelming detailed narrative of every detail along the way when you really want to celebrate where you are. Finding a balance is key. Summarizing the rise to your current state and detailing your current level should be the goal. In order to accomplish this, it is important to keep discussion of a skill together and to keep the narrative updated.