Standards Based Education 標準本位教育

What is Standard Based Education?

In pursuit of quality education, Morrison Academy strives to structure student learning of the curriculum around a standards-based approach. Student learning is the measure of success. Every student learns and strives to meet or exceed unit learning targets within their God given ability. There is an emphasis on application of learning and knowledge through a biblical perspective or lens.

What is the value of SBE?

Standards-based grading gives teachers the opportunity to report truthfully about a student’s learning of targeted benchmarks and citizenship growth (respect, responsibility and engagement) separately, emphasizing and monitoring the importance of both in the learning process.

The application of standards-based instruction and assessment is also an opportunity for biblical classroom practice integration by eliminating the use of grades for punitive purposes and giving the opportunity for growth in learning, without penalizing the learning process.

Standards-based instruction and assessment should be an accurate reflection and communication of what a student knows and is able to do.

What about assessment and feedback?

Assessments are aligned with benchmarks in Morrison’s written curriculum.

As part of the learning process, students routinely receive effective or meaningful feedback on their standing relative to unit learning targets. There is also time for students to self-assess.

Assessment data is routinely analyzed to inform instruction and improve student learning.

What is the purpose of grading?

Reporting (grade book) is organized around strands and benchmarks. It is used to track student progress toward meeting or exceeding unit learning targets.

The purpose of grading is to describe how well students have achieved specific learning expectations based on evidence gathered from an assignment, assessment, or other demonstration of learning. Grades are intended to inform parents, students, and others about learning successes and to guide improvements when needed.

What is the difference between product grades and process grades?

Product grades are summative in nature and reflect on final evaluations of benchmark- based content and  skills mastered during a specific learning period.

Process grades are formative in nature and reflect on final evaluations of behavior as it relates to social-emotional and academic performance during a specific learning period.

What will not change?

  1. We will still have letter grades
  2. We will still have GPA
  3. We will still have academic honors
  4. We will still have transcripts
  5. We will still have what is needed for college admissions and scholarship applications

How is SBG different than traditional grading?

Traditional Grading Standards-Based Grading
Grades comprised of averaged weighted categories Grades connected to standards
Achievement, effort, attitude, and behavior all factors Achievement is the only factor
Every grade recorded with minimal support for re-assessment Most recent assessment information used
Averaging all grades Various forms of data collected
Homework added to final grade average Specific feedback given on homework rather than grades
Late work penalties appear in final grade Late work habits reported in process grades
Grades are permanent without redo options Teachers use redos to strengthen student learning
Extra credit used to raise a poor scores Extra credit used only to improve learning
Consequence for late work can be a zero Consequence for late work is doing the work
Emphasis on getting a letter grade Emphasis on learning
Focus on differentiating talent Focus on developing talent

 

What happens when weighted categories are averaged?

Two students receive the same grade but Student B clearly understands the material while Student A is a hard worker but does not have a good grasp of the material.  

何謂標準本位教育?

為追求優質教育,馬禮遜學校致力於以標準本位的策略來建構學生的學。學生學習是衡量成功的標準,上帝賦予每個學生不同的能力,教育的目的是讓每個學生都能在自己的能力範圍內,學習並努力達到或超過各單元的學習目標。我們強調藉由聖經的觀點或出發點,將所學到的知識應用出來。

標準本位教育的核心為何?

標準本位的評分方式讓老師能夠真實地反映出學生對於學習指標學到了多少,以及品格的成長(尊重、責任和參與),這兩者在學習過程中都極具重要性而且能被記錄下來。
標準本位的教學和評量也可以應用在聖經課堂的實踐整合,避免使用成績作為獎懲目的並給予學習成長的機會,而不影響學生的學習過程。
標準本位的教學和評量應該精準反映出學生學到了什麼,以及他們能做什麼。

評量和反饋?

評量與馬禮遜學校書面課綱的學習指標一致。

作為學習過程的一部分,學生會定期收到他們針對單元學習目標的有效或有意義的反饋,學生也有時間進行自我評量。
定期分析評量數據,以作為教學參考並增進學生的學習。

評分的目的為何?

報告(成績簿)是由課程主軸與學習指標組成,用於追蹤學生的學習進度是否達到(或超過)單元學習目標。
評分的目的是根據作業、評量或其他學習表現收集的證據,來敘述學生是否達到特定的學習期望。成績是為了告知家長、學生和其他人學習是否成功,並在需要時進行指導改進。

學習成果成績和學習過程成績有何不同?

學習成果成績本質上是總結性的最終評量結果,反映學生在特定學習期間內所掌握及學習到的指標內容與技能。學習過程成績本質上則是形成性的,反映學生在特定學習期間內行為上的最終評量,與社交情感和學業表現有關。

什麼是不變的?

  1. 同樣是用字母等級評分
  2. 同樣有GPA成績 (Grade Point Average「在校平均成績」)
  3. 同樣會有學業榮譽獎項
  4. 同樣有成績單
  5. 同樣會有大學入學和獎學金申請所需的資料

標準本位評分(SBE)與傳統評分有何不同?

傳統評分 標準本位評分
成績是加權後的平均 成績與學習指標有關
成果、努力、態度和行為都是因素 成果是唯一因素
每個被記錄的成績很少有二度評量的機會 使用最近期的評量資訊
平均所有成績 收集了各種形式的數據
最終成績平均包含家庭作業 家庭作業會得到特定的反饋,而不會反映在成績上
遲交功課的懲處反映在總成績上 習慣性的遲交作業反映在學習過程的成績
成績是不變的,沒有更改的機會 老師利用重做功課的機會加強學生學習
加分題是為了提高分數 加分題是為了促進學習
遲交功課的後果可能是零分 遲交功課的後果就是把功課完成
以拿到字母等級評分為重點 以學習為重點
專注於才能的差異 專注於才能的發展

加權後再平均會發生什麼事?

兩名學生獲得相同的總成績,但學生乙清楚明白所教授的內容,而學生甲勤奮用功,但對所教授內容的掌握度並不高。

學生甲

家庭作業 100% A+
報告 77% C+
隨堂小考 75% C
大考 73% C-
課堂參與 93% A
成績 83% B

 

學生乙

家庭作業 50% F
報告 93% A
隨堂小考 100% A+
大考 100% A+
課堂參與 67% D+
成績 83% B