Course Introduction

COURSE_NAME Syllabus

Standards Grading

Standard scroes are entered into PowerSchool for you to access your scores.
Just click on the Standards Grade tab in the Quick Lookup to view your progress.
For more information about the standards in PowerSchool just click on the Standards Info Tab listed in the Parent Portal.

What is standards based grading?

In a standards based grading system, teacher's report how their students are performing in relation to the standards set forth by Bismarck Public School District. Student behavior including work habits, ability to work with others, coming to class prepared, etc. is separated from the academic data and reported separately. Students receive feedback regarding how they are performing academically as measured against content standards rather than an overall grade for a course. This is important to note, students receive a proficiency report describing how they are performing in relationship to a standard rather than a grade that is derived from accumulating points, averaging across the term, and assigning a letter value.

Generalized Standards-Based Proficiency Scale

Score		Description
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond what was taught in class.
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were explicitly taught.
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.

Click on this link PowerSchool <https://bismarck.ps.state.nd.us/public/> to access your grades and monitor your progress.

How is that different from the traditional grading system?

In a traditional points based system, student grades generally include product, process, and progress criteria. In other words, a student's grade may include points earned by completing classroom activities, homework, assessments, extra credit, student attendance, student behavior, effort, punctuality, and/or other factors determined to be important by individual teachers. If a student receives an A it may mean:

The student had exceptional understanding of the concepts and knowledge included in the course curriculum, or
The student had only an average understanding, but did extra credit that may or may not be related to the core curriculum, such as bringing in classroom supplies, or attending school activities, or
The student demonstrated model behavior--turned in all assignments on time, participated exactly as the teacher wanted and was never tardy or late to class.

Conversely, if a student received an F, the meaning of that grade could have many different explanations including:

The student learned much of the content being taught but did not turn in much of the work and earned a low percentage (25%) as a result of averaging scores across the term.
The student learned much of the content being taught but turned in much of the work late and earned a low percentage (59%) as a result of averaging scores across the term.
The student did not understand the concepts and knowledge of the course.
The student had a high level of understanding of the course but was "accused" of cheating or had some other behavior, such as, tardies or attendance problems.

Traditional grading is also associated with academic competition and distribution of grades on the traditional bell curve. The standards based model encourages the attainment of proficiency for all students and purports that good teaching can lead to the accomplishment of that goal.