Baby-stepping toward Standards-Based GradingPosted: June 1, 2011
I have been interested in trying out a Standards-Based Grading implementation in my own classroom. I have been keeping my eye on Andy Rundquist’s implementation in his classical/mathematical physics course all term (and chatting him up about it quite a bit). My own third-year Quantum Mechanics 1 course this coming fall seemed like my own best candidate to SBG-ify. A lot of the things that Andy did would translate easily. After giving it a bit more thought, I have decided to back off a fall implementation and instead try to get as much as possible in place during this fall’s Quantum Mechanics 1 course, beyond the actual shift from traditional grading to Standards-Based Grading. So this will be some sort of a giant baby-step toward a full SBG implementation.
What I’m going to do this coming term
This is what my course will look like in general
- Flipping it: screencasts with pre-lecture assignments (for marks!). The pre-lecture assignments will probably be worth 10% of their final grade, which is about where I have set it in introductory level courses and had roughly 80% completion. Last time I ran this course, I had optional reading assignments, but I’m coming into this one with a fully flipped mentality where there is some initial level of learning that they need to take responsibility for before showing up in class. This will be my first experience with screencasting.
- Mondays and Wednesdays will be mostly clicker questions and whiteboarding, which is how I run most of my courses. Straight-forward examples and derivations will be part of the screencasts and pre-lecture assignments. Examples and derivations that are less straight-forward will be worked through in class: being clicker-facilitated, done by the groups on whiteboards, or a mish-mash of the two.
- Friday will be mostly an assessment day. Homework is due first thing, class will start with a quiz, and a couple of students each week will have an oral assessment of some sort. These oral assessments will be somewhat modeled after Andy’s oral assessments, but in addition to on-the-spot questions (with a bit of time to prepare a whiteboard), I will sometimes ask them, a week ahead of time, to they present a homework-style problem that wasn’t on their weekly homework. I will use an SBG-style rubric (a 5 or 10-point scale that focuses on level of mastery) and will probably get the whole class involved with determining level of mastery.
- Questions on the homework and quizzes that deal only with or mainly with a single learning goal will have the relevant learning goal explicitly stated with the question (so it is similar to how in SBG you usually tell them which standard is being assessed). I currently have a set of approximately 75 learning goals for this course, but want to trim this number done. Always making the learning goals front and center on the homework and quizzes will help me figure out how to make them more coarsely grained and assessment-driven to get down to 40-50 standards at most. 40-50 standards would work out to 3-4 standards per week over the term which seems like the upper limit.
- Questions on the homework and quizzes that deal with many learning goals will not have the relevant learning goals explicitly. To my mind, students need to be able to take their toolbox that they are building in a course and figure out which tools are best for the job, so there also needs to be some amount of not making the learning goals explicit.
- I will do my usual thing where I have a term test near the end of the course so that the studying for that also serves as formative assessment for preparing for the final. For these I will probably not make the learning goals explicit on the test that they are writing.
Why not jump all the way in?
I am still lacking in experience in teaching this course. This will only be my second time teaching the Quantum Mechanics 1 course and it is still the only upper-year course that I have taught that is not a lab. The rest of my teaching has been a second-year electronics lab, a third-year standalone lab course (a.k.a. Advanced Lab) and a handful of intro courses. And last time I taught this course I received my worst set of student evaluations thus far. I learned a lot last time, but I still feel that I have a lot to learn about teaching this course.
It’s also a lot of work. As I mentioned above, this will be my first time that I use screencasting as part of the pre-lecture assignments. I am expecting the screencasting process to chew up quite a bit more preparation time than my standard reading assignments have. Adding trying to work through all the hiccups of a first SBG implementation could be a potentially overwhelming amount of work and not leave me with enough time to do as good a job as I can with the course.
I’m playing it safe. SBG would be new to both me and the students. And I’m still working on generating student buy-in with the upper-year students; many of whom have never previously taken a course with me. So far I have found that I am able to generate much more buy-in from the students for reform-minded instructional strategies that I have some experience with. It has been a little harder to sell them on these strategies when it was my first time trying to implement them. So screencasting and the oral assessments will be the major new things in this course and the rest of the changes will be mostly tweaks.
Summary of the baby-steps toward SBG
Here’s the list of the things that I will be doing that will hopefully make my transition to a Standards-Based Grading system the next time (after this fall) that I teach the course much easier.
- Making my learning goals front and center on most assessments.
- Paying careful attention throughout this upcoming version of the course to how I can get from my 75ish learning goals to 40-50 assessment-driven standards.
- Trying out some new types of assessments (short oral exams and homework problem presentations) with a Standards-Based Grading “marking” scheme.
- Trying to generate quiz questions which would be suitable as SBG assessments. I typically use a lot of conceptual questions, but many of them are too short to be able to reasonably judge level of mastery.
Well that’s about it. I think that this should give me some experience with many of the things which underlie SBG and allow me to reflect on what other changes will need to be made so that my eventual first SBG implementation will be a less overwhelming.