Elementary Assessment and Grading

DASD elementary schools use a standards-based grading system on our K-5 report cards to communicate student progress towards the mastery of the PA Core and Academic Standards. The primary reason for this approach is to better communicate student performance and progress. There are several advantages of standards-based reporting including: 

• Ensuring consistent expectations across grade levels
• Focusing teachers and students on the standards in their learning activities
• Providing feedback on the student's performance level which allows teachers to better target individual needs
• Providing parents with valuable information about their child's progress on critical concepts, skills and standards of the grade level

Students will demonstrate their progress toward and mastery of grade-level standards through a wide variety of assessment methods over the course of the entire school year. At the end of each trimester, progress will be communicated through the use of report cards using performance levels called Indicators of Success. 

Four Indicators of Success are noted on the report cards using a numeric marking system (4, 3, 2, and 1). Descriptors for each indicator are provided below:

Indicators of Success
4- Exceeds Standard  In addition to meeting the standard, the student demonstrates in-depth inferences and applications that go beyond the grade-level standards
3- Meeting the Standard Consistently demonstrates mastery of the standard, requires minimal teacher support
2- Approaching the Standard Demonstrates progress to mastering the standard, requires some teacher assistance
1- Limited Progress to the Standard Demonstrates limited progress to mastering the standard, requires constant teacher support

Common assessments will be given throughout each trimester which offer insights into a student's performance and progress toward mastering grade-level standards. Progress profile cover sheets will be provided for each of these common assessments and will report student performance on the standards included in each assessment. Some assessments provide opportunities to exceed the standard, most do not.  For this reason, most progress profile cover sheets will report progress using performance indicators 1-3.  Students may demonstrate that they exceed grade level standards outside of the common assessments and receive 4's on the report card, however meeting the standard is the grade level expectation. 

In a standards-based grading (SBG) system, expectations for when a child should meet a standard can vary depending on the subject and the nature of the standards themselves. Here’s a breakdown of these expectations:

For subjects like English Language Arts (ELA), meeting the standard is typically seen as an end-of-the-year expectation. Here’s why:

• Continuous Development: ELA skills, such as reading comprehension, writing, and critical thinking, are developed and refined throughout the year.
• Holistic Understanding: Proficiency in ELA is assessed based on a comprehensive understanding of various texts, genres, and writing styles, which requires time and continuous practice.
• Long-Term Goals: ELA standards are designed to be met over an extended period, allowing students to grow and demonstrate deeper understanding and application of their skills.

Example: By the end of the year, a student should be able to analyze themes in a variety of texts, write coherent essays, and engage in meaningful discussions about literature.

For subjects like Math, Science, and Social Studies, meeting the standard is typically seen as an end-of-unit or during-the-year expectation. Here’s why:

• Focused Learning: Each unit covers specific concepts or skills. Students are expected to master these concepts within the timeframe of the unit.
• Sequential Progression: These subjects often have a sequential nature where understanding one unit is essential before moving on to the next.
• Immediate Application: Skills and knowledge in these subjects are often applied immediately within the context of the unit, allowing for timely assessment of proficiency.

Example: At the end of a math unit on fractions, a student should be able to solve problems involving addition and subtraction of fractions. Similarly, at the end of a science unit on ecosystems, a student should be able to explain the interactions between different organisms and their environment.

 

Frequently Asked Questions about Standards-Based Grading and Reporting

1. How does standards-based grading(SBG) differ from traditional grading?

Traditional Grading:

• Combines various factors like homework, test scores, participation, and behavior.
• Uses letter grades (A, B, C, etc.) or percentages.

Standards-Based Grading:

• Focuses solely on student proficiency in meeting specific learning standards.
• Uses indicators such as "Exceeds the Standards," "Meets the Standards," "Approaching the Standards," and "Limited Progress to the Standards" to reflect student understanding and progress.

3. Why might my child receive a "2" or "Approaching Expectations" score?

Receiving a "2" indicates that your child is making progress toward the standard but has not yet achieved full proficiency. This score reflects partial understanding and is a normal part of the learning process. It shows that your child is on the right path and making progress towards meeting the standard.

4. What types of assessments are used in standards-based grading?

• Common Summative Assessments: Formal assessments given at the end of a unit or grading period to evaluate student learning (e.g., tests, projects, presentations).
• Formative Assessments: Ongoing assessments that provide information about student learning (e.g., classroom assignments, observations, student self-assessments).

5. How does standards-based grading support my child's learning?

SBG provides clear and specific feedback on your child's strengths and areas for improvement. It helps identify where additional support or practice is needed and allows for more targeted instruction. By focusing on meeting specific standards, it encourages students to take responsibility for their learning and strive for proficiency.

6. How do teachers determine the final proficiency score for a standard?

Teachers determine the final proficiency score for a standard by considering a body of evidence collected over time. This includes performance on assessments, classwork, and observations of student learning. Teachers look for consistent demonstration of proficiency in meeting the standard and use rubrics and criteria to guide their evaluations.

 

Standards are determined by the Pennsylvania Department of Education and determine what students should know and be able to do at the end of each grade. It would be overwhelming to list and report on every standard on each report card. The standards on the DASD report card are a snapshot of the Pennsylvania Common Core State Standards that have been deemed most essential. You can find more information about the PA Common Core State Standards at http://static.pdesas.org/content/documents/PA%20Core%20Standards%20Fact%20Sheet%20for%20Parents%2012.1.2013.pdf

The academic reporting areas found on the elementary report card are aligned to the standards and follow logical and sequential progressions for learning.  Use the links below to access these standards.

English Language Arts

PA Core Standards for English Language Arts

Mathematics

PA Core Standards for Mathematics

 Science

• Academic Standards for Science and Technology (Primary)
• Academic Standards for Science and Technology and Engineering Education (Elementary)

Environment and Ecology (Agriculture)

• Academic Standards for Environment and Ecology (Agriculture) (Primary)

• Academic Standards for Environment and Ecology (Agriculture) (Elementary and Secondary)

Science and Technology & Environment and Ecology (2002)

• Academic Standards for Science and Technology (2002)

• Academic Standards for Environment and Ecology (2002)

Social Studies

Civics and Government

• Academic Standards for Civics and Government (Primary)

• Academic Standards for Civics and Government (Elementary)

Economics.

• Academic Standards for Economics (Primary)

• Academic Standards for Economics (Elementary)

Geography

• Academic Standards for Geography (Primary)

• Academic Standards for Geography (Elementary)

History

• Academic Standards for History (Primary)

• Academic Standards for History (Elementary)