Standard Based Grading Measures Student Skills

What does an A on a test or quiz mean to a student? Mastery of skill or mastery of information or content?  Does an F grade mean a student understands none of the material or less than 60% of the material? How is grading used as feedback for academic performance? Currently, in most middle and high schools (grades 7-12), students receive letter grades or numerical grades in subject areas based on points or percentages. These letter or numerical grades are tied to credits for graduation based on Carnegie units, or the number of  hours of contact time with an instructor.   But what does 75% grade on a math assessment tell a student about his or her specific strengths or weaknesses? What  does a B- grade on a literary analysis essay inform a student about how he or she meets skills sets in organization, content, or conventions of writing?   In contrast to letters or percentages, many elementary and intermediate schools have adopted a standards-based grading system, one that uses a 1-to-4 scale. This 1-4 scale breaks down academic subjects into specific skills needed for a content area.  While these elementary and intermediate schools use standards-based grading may vary in their report card terminology, the most common four-part scale denotes a students level of achievement with descriptors such as: Excels or above grade level (4)Proficient or at grade level (3)Approaching proficiency or approaching grade level (2)Well below proficiency or below grade level (1) A standards-based grading system may be called  competency-based,  mastery-based,  outcome-based,  performance-based, or proficiency-based. Regardless of the name used, this form of a grading system is  aligned to the Common Core State Standards (CCSS) in English Language Arts and Literacy and in Math, which was established in 2009 and adopted by 42 out of 50 states. Since this adoption, several states have withdrawn from using CCSS in favor of developing their own academic standards. These CCSS standards for literacy and for math were organized in a framework that details specific skills for each grade level in grades K-12. These standards serve as guides for administrators and teachers to develop and implement the curriculum. Each skill in the CCSS has a separate standard, with skill progressions tied to grade levels. Despite the word standard in the CCSS, standards-based grading at the upper-grade levels, grades 7-12, has not been universally adopted. Instead, there is ongoing traditional grading at this level, and most middle and high school use letter grades or percentages based on 100 points. Here is the traditional grade conversion chart: Letter Grade Percentile Standard GPA A+ 97-100 4.0 A 93-96 4.0 A- 90-92 3.7 B+ 87-89 3.3 B 83-86 3.0 B- 80-82 2.7 C+ 77-79 2.3 C 73-76 2.0 C- 70-72 1.7 D+ 67-69 1.3 D 65-66 1.0 F Below 65 0.0 The skill sets outlined in the CCSS for literacy and math can be easily converted  to four point scales, just as they are at the K-6 grade levels. For example, the first reading standard for grade 9-10 states that a student should be able to: CCSS.ELA-LITERACY.RL.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Under a traditional grading system with letter grades (A-to-F) or percentages, a score on this reading standard may be difficult to interpret. Advocates of standard based grading will ask, for example, what a score of B or 88% tells a student. This letter grade or percentage is less informative about a student’s skill performance and/or subject mastery.  Instead, they argue, a standards-based system would singularly assess a students skill to cite textual evidence for any content area: English, social studies, science, etc. Under a standards-based assessment system, students could be assessed on their skill to cite using a 1-to-4 scale that featured the following descriptors:   Score 4: excels in citing  strong and thorough textual evidence -explicit and inferential OR needs no support;Score 3:  proficient at  citing  strong and thorough textual evidence -explicit and inferential  OR needs minimal support;Score 2:  approaching proficiency at citing  strong and thorough textual evidence -explicit and inferential OR needs moderate support;Score 1:  below proficiency at citing  strong and thorough textual evidence -explicit and inferential OR needs extensive support and/or reteaching. Assessing students on a 1-4 scale  on a particular skill  can provide clear and specific feedback to a student. A standard by standard assessment separates and detail the skills, perhaps on a rubric.  This is less confusing or overwhelming to a student when compared to a combined skills percentage score on 100 point scale. A conversion chart that compares  a traditional grading of an assessment to standards-based graded assessment would look like the following: Letter Grade Standards-Based grade Percentage grade Standard GPA A to A+ Mastery 93-100 4.0 A- to B Proficient 90-83 3.0 to 3.7 C to B- Approaching proficiency 73-82 2.0-2.7 D to C- Below Proficiency 65-72 1.0-1.7 F Below Proficiency Below 65 0.0 Standards-based grading  also allows teachers, students,  and parents to see a grade report that lists overall levels of proficiency on separate skills instead of composite or combined skill scores. With this information, students are better informed in their individual strengths and in their weaknesses as  a standards-based score highlights the skill set(s) or content that need(s) improvement and allows them to target areas for improvement. Furthermore, students would not need to re-do all of a test or assignment if they have demonstrated mastery in some areas. An advocate for standards-based grading is educator and researcher Ken OConnor. In  his chapter,  The Last Frontier: Tackling the Grading Dilemma, in Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning, he notes: Traditional grading practices have promoted the idea of uniformity. The way we are fair is we expect all students do to the same thing in the same amount of time in the same way. We need to move†¦ to the idea that fairness is not uniformity. Fairness is equity of opportunity (p128). OConnor argues that standards-based grading allows for grading differentiation because it  is flexible and can be adjusted up and down as students confront new skills and content. Moreover, no matter where students are in a quarter or semester, a standard based grading system provides students, parents, or other stakeholders an assessment of student understanding in real time. That kind of student understanding may  take place during conferences, such as the ones Jeanetta Jones Miller explained in her article  A Better Grading System: Standards-Based, Student-Centered Assessment in the September 2013 edition of the English Journal. In her description of how standard based grading informs her instruction, Miller writes that it’s important to set up appointments to confer with each student about progress toward mastery of course standards. During the conference, each student receives individual feedback on his or her performance in meeting one or more standards in a content area:   The evaluation conference provides an opportunity for the teacher to make it clear that the student’s strengths and areas for growth are understood and the teacher is proud of the student’s efforts to master the standards that are most challenging. Another benefit to standardized based grading is the separation  of student work habits that are often combined in a grade. At the secondary level, a point penalty for late papers missed homework, and/or uncooperative collaborative behavior is sometimes included in a grade. While these unfortunate social behaviors will not stop with the use of standards-based grading, they may be isolated and given as separate scores  into another category. Of course, deadlines are important, but factoring in behaviors such as turning an assignment in on time or not has the effect of watering down an overall grade. To counter such behaviors, it may be possible to have a student turn in an assignment that still meets a mastery standard but does not meet a set deadline. For example, an essay assignment may still achieve a 4 or exemplary score on skills or content, but the academic behavior skill in turning in a late paper may receive a 1 or below proficiency score. Separating behavior from skills also has the effect of preventing students from receiving the kind of credit that simply completing work and meeting deadlines has had in distorting measures of academic skill.   There are, however, many educators, teachers and administrators alike, who do not see advantages to adopting a standards-based grading system at the secondary level. Their arguments against standards-based grading primarily reflect concerns at the instructional level. They stress that the  transition to a standards-based grading system, even if the school is from one of the 42 states using the CCSS, will require teachers to spend immeasurable amounts of time on extra planning, preparation, and training. In addition, any statewide initiative to move to standards-based learning may be difficult to fund and manage. These concerns may be a reason enough not to adopt standards-based grading. Classroom time can also be a concern for teachers when  students do not reach proficiency on a skill. These students will need reteaching and reassessment placing another demand on curriculum pacing guides. While this reteaching and reassessment by skill does create  additional work for classroom teachers, however, advocates for  standards-based grading note that this process may help teachers to refine their instruction. Rather than add to continuing student confusion or misunderstanding, reteaching may improve later understanding. Perhaps the strongest objection to standards-based grading is based on the concern that standards-based grading might put high school students at a disadvantage when applying to college. Many stakeholders -parents, students teachers, guidance counselors, school administrators-believe that college admissions officers will only evaluate students based on their letter grades or GPA, and that GPA must be in numerical form. Ken OConnor disputes that concern suggesting that secondary schools are in the position to issue both traditional letter or numerical grades and standards-based grades at the same time. â€Å"I think it’s unrealistic in most places to suggest that (GPA or letter grades) are going to go away at the high school level,† O’Connor agrees, but the basis for determining these might be different. He proposes that schools might base their letter-grade system on the percentage of grade-level standards a student meets in that particular subject and that schools can set their own standards based on GPA correlation.   Renowned author and education consultant Jay McTighe  agrees with OConnor, â€Å"You can have letter grades and standards-based grading as long as you clearly define what those (letter-grade) levels mean.† Other concerns are that standards-based grading can mean the loss of class ranking or honor rolls and academic honors. But OConnor points out that high schools and universities confer degrees with highest honors, high honors, and honors and that ranking students to the hundredth of a decimal may not be the best way to prove academic superiority. Several New England states will be at the forefront of this restructuring of grading systems. An article in  The  New England Journal of Higher Education Titled directly addressed the question of college admissions with standard based grading transcripts. The states of Maine, Vermont, and New Hampshire have all passed legislation to implement proficiency or standards-based grading in their secondary schools.   In support of this initiative, a study in Maine titled Implementation of a Proficiency-Based Diploma System: Early Experiences in Maine  Ã‚  (2014) by Erika K. Stump and David L. Silvernail used a  two-phase, qualitative approach in their research and found: ...that benefits [of proficiency grading] include improved student engagement, greater attention to development of robust interventions systems and more deliberate collective and collaborative professional work. Maine schools are expected to establish a proficiency-based diploma system by 2018. The New England Board of Higher Education (NEBHE) and the New England Secondary School Consortium (NESSC) met in 2016 with admissions leaders from highly selective New England colleges and universities and discussion was the subject of an article How Selective Colleges and Universities Evaluate Proficiency-Based High School Transcripts (April 2016) by Erika  Blauth and Sarah Hadjian. The discussion revealed that college admissions officers are less concerned with grade percentages  and more concerned that grades must always be based on clearly specified learning criteria.  They also noted that: Overwhelmingly, these admissions leaders indicate that students with proficiency-based transcripts will not be disadvantaged in the highly selective admissions process. Moreover, according to some admissions leaders, features of the proficiency-based transcript model shared with the group provide important information for institutions seeking not just high-performing academics, but engaged, lifelong learners. A review of the information on standards-based grading at the secondary level shows that implementation will require careful planning, dedication, and follow through for all stakeholders. The benefits for students, however, could be worth the considerable effort.

Reflection On Human Development Late Adulthood - 1264 Words

Reflection on Human Development: Late Adulthood The human lifespan concludes with the late adulthood phase, in which adults 65 and older experience transitions that interconnect with one’s physical, cognitive, and psychosocial development. Due to the uncertainty and variability of how long an individual can live for, there are disparities amid defining late adulthood. Contemporary researchers divided aging into three categories: young old (65-74), old old (75-84), and oldest old (85 and above) (Papalia Martorell, 2014). Another method of classifying age is measuring one’s functional age, which refers to how well the individual can function physically in his/her environment (Papalia Martorell, 2014). Brain deterioration can be a†¦show more content†¦Even though wisdom is not limited to late adulthood, researchers indicate that life experiences are associated with this cognitive ability, which explains the perception that older adults are wise (Papalia Martorell, 2014). In Erikson’s ego integrity versus despair stage, one gains the virtue of wisdom if he/she successfully achieves ego integrity. In other words, an older adult must acknowledge everything he/she has accomplished in life and admit the things his/she missed out on. The challenge is to accept one’s life the way it is and consider the inevitable death. If one is not able to attain that level of awareness and continue his/her legacy by giving back to his/her community, the individual may live the rest of his/her life in despair (Papalia Martorell, 2014). It is integral to assess different coping mechanisms because in late adulthood because chronic stress hinders one’s ability to fight off illnesses (Papalia Martorell, 2014). According to the cognitive-appraisal model, individuals tackle stressful situations in two different ways, through problem-focused coping or emotional-focused coping. 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Perry’s focus remained with college students’ cognitive and moral development, as he explored thinking through nine positions that ranged from adherence toRead MoreThe Global Population Is Ageing At An Alarming Rate2024 Words   |  9 Pagesglobal population is ageing at an alarming rate, with over eight precent of the world’s population over 65 and this number is expected to double by the year 2030 (International Federation for Social Workers, 2012). For Huffnung et. al. (2010), late adulthood encompasses the years following 65 and is characterised by a period of substantial decline in functioning including physical, psychological and social. Whilst dementia is not an inevitable part of the ageing process, it has however due to theRead MoreErik Erikson s Developmental Theory Essay1628 Words   |  7 Pagessteps a developing human should to pas s from infancy to adulthood. Erikson identified eight steps of the psychological development. The ideas of Erikson were heavily influenced by an Austrian psychologist Sigmund Freud, who also analyzed the human psychological development and identified psychosexual stages of development. However, Erikson did not emphasize the predominant role of sexual development in psychological development. He argued that the role of culture and society on a human was the most significantRead MoreErikson s View Identity And Role Confusion1294 Words   |  6 PagesIntroduction Unlike previous theoretical framework for human development, Erickson went a step further to include the lifespan following adolescence. These three additional stages include the ages of early adulthood through old age (Robbins, Chatterjee, Canada, 2012).These additional stages follow his ideaology that focuses on the Ego rather than the Id and libidinal drives that Freud emphasized. Each stage continues to require a conflict resolution in order to successfully complete it. The finalRead MoreErikson s Theory Of Psychosocial Development1317 Words   |  6 PagesMy Reflection of Erikson Erik Erikson was a developmental psychologist known for his theory of psychosocial development. Unlike other theorists of his time Erikson’s theory focused on human development across the lifespan from birth to late adulthood. Erikson believed that development change occurs throughout our lives in eight distinctive stages that emerge in a fixed pattern and are similar for all people. Erikson argued that each stage presents a crisis or conflict which results in either a positive

Mental Health Nursing for Bipolar Patient

Question: Discuss about the Mental Health Nursing for Bipolar Patient. Answer: Mood swings is one of the major symptoms of bipolar. It mainly involves rapid change of moods and at extreme causing depression. Moods is usually marked y extreme change in mood swings, behavior and energy (Clarke, Walsh,2009). In most cases, this is commonly referred to as bipolar as the patient moods can rapidly alternate between the poles of depression and mania. This change in mood can last for hours, days or even months at extreme conditions (Morrissey, Callaghan,2011). From the case study, we are told that when interviewed, her mood becomes elevated and labile. We are told that Ellen has periods of increased irritability. Thought of content usually describes what a bipolar patient is thinking about or what the patient is obsessed with. It includes the presence or the absence of delusions homicidal and suicidal ideas and also obsession thinking (Downes, 2008). The patient may also become commanding and its import and to understand what the patient can do in response to these demanding hallucinations. Its also important to determine if the patient gets special information from the television. In our case, we are told that Ellen refuses to get out of the club. She also spend huge amount of her money on cigarettes, brandy and items that are advertised on TV shopping channel. Thought form can be defined as the thought process being experienced by a bipolar patient. This can be based on the relevance of the patience conversation, flight of ideas and thoughts, tangential and extreme irrelevance. In establishing thought from, it is important to note if the patient is deviating from the topic of discussion and also inquire if the patient knows about the date (Clarke, Walsh,2009). In our case study, we are told that Ellen is experiencing flights in ideas as her thoughts keeps shifting from topic to topic. Ellen does not have the sense of time and date. These are clear indications of mental disorder. Insight is the asses to whether the patient is suffering. To assess this, the patient may be asked if she needs help or whether they feel that the conditions they are in are normal. The character exhibited by the patient towards the medical practitioners is also important in establishment of this disorder (Lippincott, Wilkins, 2006). Ellen has portrayed all the above symptoms. She seems to be over familiar towards the male staff in the clinic. She denies to be suffering from any sort of perpetual disturbances. The assessment conducted on her also indicates limited insight to her illness as she states there is nothing wrong with me Some of the risk factors associated with mental disorder include; the biological risk factors. Evidence has proved that there is a great genetic association between genetics and mental disorder especially Alzheimer disease (AD). It has been proved that ad can take different forms but it is not in all cases that AD can be merited (Downes, 2008). The second risk factor is the psychosocial and other protective factors. These factors include; smoking. Studies have established a very close relationship between smoking and mental disorder. The nicotine found in tobacco is an active agent that binds the acetylcholine receptors (Lippincott, Wilkins, 2006). Environmental triggers are also a risk factor that is associated with mental disorder. The environmental toxins and viruses have been proved to be a major factor that causes the AD (Varcarolis, Halter, Varcarolis, 2010). Despite this, the evidence of these hypotheses has not been strongly established but it is evident that aggressive env ironmental conditions are a major risk factor to AD (Clarke, Walsh, 2009). The nursing priorities taken in mental disorder involves a five part decision making procedure. These procedures are used in patient identification and treatment. They include; assessment, planning, diagnosis evaluation and intervention (Morrissey, Callaghan, 2011). This process requires interaction and collaboration between a team of professionals, the society, the family and the patient so as to ease and improve the quality of treatment. Assessment: This is considered to be the first step in offering care. It involves data collection regarding the patient through assessment interviews and telecommunications. The interview is usually modified to match the circumstances faced by the patient and also the patients cognitive ability (Morrissey, Callaghan, 2011). Interview: This is mainly doe in order to assess the physical and the mental status of the patient at this stage, there is advanced data collection from both the patient and the family members and other health care providers where the patient may have previously looked for treatment (Lippincott, Wilkins, 2006). The medical practitioners may also seek other influencing factors and develop a suitable framework that will be used in interview. Planning: After the patient is assessed and interviewed and all the necessary information obtained, the patient is then asked to set the goals and the outcomes that he or she desires (Morrissey, Keogh, Doyle, 2008). These goals should be feasible. The psychiatrists will then decide the best method that can be followed to achieve these goals depending on the nature, conditions and settings of the patient. Intervention: These are the actions taken by the healthcares practitioners to ensure that the stipulated goals and outcomes are achieved (Townsend, 2014). The actions of the practitioners will be based on their clinical knowledge and skills, judgment and their professionalism on how intervene on the patients personal crisis (Lippincott, Wilkins, 2006). This may include the administration of appropriate medication, therapy, emotional support and privacy provision among others. Evaluation: The effectiveness of the intervention took by the medical practitioners is usually examined by the outcomes obtained (Clarke, Walsh, 2009). In cases where the set goals and outcomes are not achieved, the crisis is resolved and the patient is returned to the intervention procedure for further check by the psychiatrist until the result is obtained (Morrissey, Keogh, Doyle, 2008). The main purpose of the principles of mental health nursing is to ensure that the health care services provided to patients with mental health disorder are delivered in a way that supports the patients recovery (Downes, 2008). These principles include; Uniqueness of the patient-this encourages the patient to understand that they are at the center of the treatment. Real choice- this helps in supporting patients to acquire inbuilt strengths and ensures that the patients take responsibilities of their lives as much as they can. Attitude and rights-it helps in instilling hope to the patients future and enables them to lead a meaningful life. Dignity and respect- it helps in challenging discrimination towards the patients. Communication and partnership-instills the values of sharing information and the importance of effective communication. Reference Clarke, V., Walsh, A. (2009). Fundamentals of mental health nursing. Oxford: Oxford University Press. Downes, S. (2008, February 08). Stanford encyclopedia of philosophy. Retrieved from https://plato.stanford.edu/entries/evolutionary-psychology/ Lippincott Williams Wilkins., Books@Ovid., Electronic Books Collection. (2006). Straight A's in psychiatric mental health nursing. Philadelphia: Lippincott Williams Wilkins. Morrissey, J., Callaghan, P. (2011). Communication skills for mental health nurses. Maidenhead: Open University Press. Morrissey, J., Keogh, B., Doyle, L. (2008). Psychiatric/ mental health nursing: An Irish perspective. Dublin: Gill Macmillan. Townsend, M. (2014). Psychiatric Mental Health Nursing: Concepts of Care in Evidence-Based Practice. Philadelphia: F. A. Davis Company. United Nations; Department of Economic and Social Affairs, Population Division.World Population Prospects: the 2008 revision [Internet]. New York; 2009[cited 2012 May 20]. Available from: https://www.un.org/esa/population/publications/wpp2008/wpp2008_highlights. Varcarolis, E. M., Halter, M. J., Varcarolis, E. M. (2010). Foundations of psychiatric mental health nursing: A clinical approach. St. Louis, Mo: Saunders/Elsevier.

Music Technology Modern Society free essay sample

I am going to talk about how specific aspects of hip hop have evolved with technology from the period of the sasss up to present time. Hip Hop recordings during the asss mostly consisted of PA system recordings from parties where rappers would perform, and also Dos who used to create the very first mistakes with different artists featuring on them. This was usually recorded on a turntable with a standard dynamic microphone which created the raw old school Hip Hop sound people hear it as today. Cassette recordings were highly popular during the asss before digital tape recorders came the standard use during the asss.This creates a huge contrast between Hip Hop today as it Is now as easy as to ring an engineer and book studio time to have high quality sound recordings created within 30 minutes. This Is due to the technological advancements not only in Hip Hop, but music Itself through the use of electronic software recordings and other equipment and sound effects that are easily used through the software. We will write a custom essay sample on Music Technology Modern Society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Software such as Logic, Pro Tools and Scubas have almost completely replaced all other styles of recording due to the efficiency of them.Hip Hop production has also changed a vast amount due to the software that is now available to everyone and anyone. In the old school days of Hip Hop, instrumentals were mostly created using hardware and live recordings of instruments using analogue synthesizers and drum machines, whereas now all it takes is to download a program and you can create a simple sequence using default sounds within minutes. I think this has created a pollution type of affect on this genre as there is a lot of bad quality sounding Hip Hop not only on the Internet but radio stations etc. ICC drowns out the sound of the original sampled Jazz, funk and skilled lyricism which was originally Intended for Hip Hop. The advancements of software has not only changed the way Hip Hop is created but the way that it is distributed, bought and listened to. For example, you can turn on your computer and search for your favorite artists and be able to stream their latest music straight to your ears rather than having to go to a record store to buy or listen to an album. You could also go straight onto tunes or any other online music stepsisters and buy the album outright online.The development of the Internet has also created a whole new lane for upcoming artists who are not signed to record labels as you can put projects out on the Internet for free Vela websites such as youth, concluded or bandanna which Is a major factor to boosting your popularity and getting your music known by people not only in your local city but all over the world. Music Technology Modern Society By penmanships This creates a huge contrast between Hip Hop today as it is now as easy as to ring an 0 minutes.This is due to the technological advancements not only in Hip Hop, but music itself through the use of electronic software recordings and other equipment qua lity sounding Hip Hop not only on the internet but radio stations etc.