I failed my students last year in my initial attempt at standards-based grading by not communicating to them what exactly the different levels of the 0-1-2-3-4 scale meant. In penance, I am spending many summer hours drafting detailed rubrics for each learning target for all of my classes. I will share and discuss those here as soon as they are finished.
For now, however, I can share the following document, which will be plastered to my wall next year:
Chris Ludwig's "letter explaining standards-based grading" is everywhere, especially in the description of the lower ranks. The idea of this poster is to explain roughly what each rank represents in language they can understand. I figure (with Marzano, the ultimate name-drop) that we need a lot less teacher-speak in classrooms.
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