MASTER/CLASS SERIES

Standards-Based Grading in the Arts

Susan M. Riley | EducationCloset.com

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Susan M. Riley, 2015.

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LETS BEGIN

SBG Basics
In this section, well be covering:
* What IS Standards-Based Grading (SBG)?
* Why use SBG?
* How does this translate for the arts?

FO U N D ATI O N S

What IS Standards-Based Grading?

Definition

Standards-Based
Grading (SBG) is
an approach to
assessment that
focuses on the
content, skills
and standards
students must
learn.

The focus of SBG is on a students mastery of a standard,

NOT a cumulative grade.
This means that students are being assessed based upon
their level of work towards meeting a standard. This
provides a snapshot of students learning of each standard
discretely, rather than just in one lump grade at the end of a
unit.
Additionally, intangibles that are not distinctly a part of the
standard (time in class, effort, participation, etc) cannot be
included in the grade.

W H AT IS TH E BE N E F I T ?

Why should we use SBG?

Establish
LEARNING GOALS

Create clear
ASSESSMENTS

Give quality
FEEDBACK

Standards-Based Grading is meant to

help provide alignment in the learning
cycle. This creates many benefits
including:
Higher quality feedback
Student participation in the assessment
process
Streamlining the Student Learning
Objectives/Student Growth Objective
Process

TRA N S L ATI ON ?

What does this mean for the Arts?

* A bigger focus on using standards as the
base for assessing student process and
product.
* Detailed levels of proficiency and
mastery must be established.
* Standards-based grading requires
SMART writing! Specific, Measurable,
Achievable, Relevant, and Time- Bound.
* Thinking through how to provide
differentiation with a valid scale of
measurement.

Image source: http://www.brilliant-insane.com/2014/10/single-point-rubric.html

MOVING ON...

SBG PROCESS
In this section, well be covering:
* Standards-Based Grading Scales
* How to set yourself up for an SBG approach
* Creating aligned rubrics

ME A S U RE M E N T S

Start with a scale

SCORES (TEACHER-

MARZANO SCALE

DRIVEN)

RECOMMENDATION

4 = Can go beyond what was

directly taught in class

100-90%

LEVEL OF MASTERY (STUDENT-DRIVEN)

Master = My work shows that I understand the content/skills completely, support my

ideas with evidence and express myself in this medium from my unique perspective.

Middle/High school: 4.0 = 100% and 3.5 = 95%

3 = Can do all of the basics and
all of the complex and vigorous

89-80%

tasks

Proficient = My work shows that I understand the important things about the
content/skills required for this topic.

Middle/High school: 3.0 = 90% and 2.5 = 80%

2 = Can do all of the basics

79-70%

Developing = My work shows that I have a general understanding of the content/

skills, but Im also confused about some important elements or principles.

Middle/High school: 2.0 = 70% and 1.5 = 65%

1 = Can do most of the basics
with assistance

69-50%

Beginning = My work shows that I do not understand the concept/skills for this topic.

Middle/High school: 1.0 = 60% and 0 = 50%

0 = No evidence of learning

50% or lower

No Evidence = I do not provide work to show my level of understanding.

N E X T. . .

Develop a series of TOPICS

Combine your standards into a series of topics - use
the elements and anchor standards to help you!
Start with level 3: what do complex skills/ideas do
your students need for each topic?
Backwards map to level 2: what foundational skills
will be needed to achieve a 3?
TEACH each topic in progression!
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N E X T. . .

Develop a series of TOPICS

TOPIC/UNIT:

GRADE 5 WORLD DRUMMING

CORE GOAL (A)

STANDARDS:

SKILLS/IDEAS NEEDED FOR

MU:Re8.1.5

MU:Re8.1.5: Demonstrate and

MU:Re7.2.5 Demonstrate and

explain how the expressive

explain, citing evidence, how

qualities (such as dynamics,

responses to music are informed by

tempo, timbre, and articulation)

the structure, the use of the

are used in performers and

elements of music, and context

personal interpretations to reflect

(such as social, cultural, and

expressive intent

historical).

DEVELOPING (2)

Identifying changes in dynamics,

rhythms, and tempo

MU:Re7.2.5

INTERMEDIATE GOAL (B)

Identify form, rhythm, phrasing

and musical elements as structural
elements

PROFICIENCY (3)
Explaining the effect of the changes
in dynamics, rhythms, and tempo
of a piece

ADVANCED GOAL (C)

MU:Cr2.1.5 a.Demonstrate selected and
developed musical ideas for
improvisations, arrangements, or
compositions to express intent, and
explain connection to purpose and
context.
MASTERY (4)
Demonstrating a variety of ways using
instruments, voice and body that
changes in dynamics, rhythms and
tempo can effect a piece.

Identify and explain how the

Demonstrating how changes in form,

combination of rhythm, phrasing,

rhythm, phrasing and musical elements

and musical elements are

can effect the response from a listener

established in the form.

using specific examples.

MU:Cr2.1.5.a
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AL IG N ME N T

Create your ASSESSMENTS

Create your rubrics or questions in advance.
Reference your topic organization and original
standards.
Be sure to look for your VERBS. Analyze, Create,
Perform, etc in an assessment require that you teach
your students how to do these things!

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Sample Rubric: Visual Art Example

CONSTRUCT
MEASURED

Development
of Ideas:
VA:Cr2.1.8

Organization:
VA:Cr2.3.8

Clarity of
Presentation:
VA:Pr5.1.8

SCORE POINT

SCORE POINT

SCORE POINT

SCORE POINT

The student composition

addresses the theme and
The student composition
addresses the theme and provides provides effective
development of the topic
effective and comprehensive
development of the topic and/or and/or artistic elements by
artistic elements by using clear
using clear purpose,
purpose, details, and/or
details, and/or
embellishment; the development embellishment; the
is consistently appropriate to the development is largely
task, purpose, and audience.
appropriate to the task,
purpose, and audience.

The student composition

addresses the theme and
develops the topic and/or
artistic elements
minimally by using
limited purpose, details,
and/or embellishment; the
development is limited in
its appropriateness to the
task, purpose, and
audience.

The student composition

is underdeveloped and
therefore inappropriate to
the task, purpose and
audience.

The student composition

demonstrates effective design,
clarity, and cohesion and includes
a strong pathway for the
audience to read and interpret the
work.

The student composition

demonstrates design,
clarity, and cohesion and
includes a pathway for the
audience to read and
interpret the work.

The student composition

demonstrates limited
design, clarity, and
cohesion and may or may
not include a pathway for
the audience to read and
interpret the work.

The student composition

demonstrates a lack of
design, clarity and
cohesion.

The student composition uses

presentation well to translate
their message to the audience.
The composition includes specific
and appropriate techniques,
details, and content-specific tool
choice effectively to clarify ideas.

The student composition

attends to presentation
norms. The composition
includes specific and
appropriate techniques,
details, and contentspecific tool choice
effectively to clarify ideas.

The student composition

shows limited awareness
of presentation norms. The
composition includes
limited techniques, details,
and content-specific tool
choice needed to clarify
ideas.

The student composition

shows little to no
awareness of presentation
norms. The composition
lacks the techniques,
details, and contentspecific tool choice needed
to clarify ideas.

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AND FINALLY

MANAGEMENT
In this section, well be covering:
* How to effectively manage SBG with hundreds
of students
* Next steps in your process

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MA N A GE M E N T H A C K S

Stage 1: Prepping
Create your Topic Scope and Sequence. Add in the
standards, tiers, and levels.
Place this in a Google Doc, Schoology, or other digital
format for easy access.
Create your rubrics for each topic BEFORE you teach
the lessons. Also keep these digitally.

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MAN A GEM E N T H A C K S

Stage 2: Gradebook Setup

Setup your
gradebook so that it
aligns with your
topics/standards/
rubrics.

DATE

1/20

1/20

1/20

1/25

ASSESSMENT

Weaving

Weaving

Weaving

Masks

STANDARD

VACr2.1.4

VACr2.3.4

VAPr5.1.4

VACr2.1.4

LEVEL

student a

student b

student c

student a

student b

student c

PERIOD 1

PERIOD 2

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BE TR A N SPA RE N T

Empowering Students
WHAT DOES MY GRADE MEAN?

Clearly establish and

communicate the scale for
achievement.

4
I proved I definitely know this skill!
5
.
3
I know this skill, but made a small
3 mistake.
I mostly get it, but I am still stuck
5
.
2 with some parts.
have an idea for what to do, but still
2 Ineed
a lot of work.
I have mastered the skill and showed
that I can use it!

Share scores with students

and allow them to track
the scores over time.
Use I Can statements for
the standards with
students.
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I tried the skill but it wasnt on the

right track. Ask for help!

I didnt complete the project - I need

to ask for help right now!

GE T I N T OU C H !

Questions?

Susan Riley
EducationCloset.com
443-821-1088
susan@educationcloset.com
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FOR YOUR REFERENCE

TEMPLATES
In this section, youll find templates for:
* SBG Scale
* Topic Scope and Sequence
* Rubric
* Gradebook setup

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S BG SC AL E

SCORES (TEACHER-

MARZANO SCALE

DRIVEN)

RECOMMENDATION

4=

100-90%

LEVEL OF MASTERY (STUDENT-DRIVEN)

Master =

Middle/High school: 4.0 = 100% and 3.5 = 95%

3=

89-80%

Proficient =

Middle/High school: 3.0 = 90% and 2.5 = 80%

Developing =
2=

79-70%

Middle/High school: 2.0 = 70% and 1.5 = 65%

1=

69-50%

Beginning =

Middle/High school: 1.0 = 60% and 0 = 50%

0 =

50% or lower

No Evidence =

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TO P IC SC O P E A N D S E Q UE NCE

TOPIC/UNIT:
CORE GOAL (A)

INTERMEDIATE GOAL (B)

ADVANCED GOAL (C)

PROFICIENCY (3)

MASTERY (4)

STANDARDS:

SKILLS/IDEAS NEEDED FOR

DEVELOPING (2)

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RUBRIC TEMPLATE
CONSTRUCT
MEASURED

SCORE POINT

SCORE POINT

SCORE POINT

SCORE POINT

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GRA D E BO OK SE T U P

DATE
ASSESSMENT
STANDARD
LEVEL
PERIOD 1
student a
student b
student c

PERIOD 2
student a
student b
student c

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ADDITIONAL

Resources
The work presented in this guide has been
informed by the following resources. Please refer
to them for more insights and information!
Websites, Books, and Videos:
Standards Based Grading in Visual Art: https://www.youtube.com/
watch?v=SUzC6j-LQBs
Standard Based Grading Music Education: https://prezi.com/
qtz0baa3gjma/standards-based-grading-in-music-education/
Formative Assessment and Standards-Based Grading (Marzano):
http://www.marzanoresearch.com/resources/tips/
fasbg_tips_archive#tip41

Teacher blogs documenting their process:

http://youngteacherlove.blogspot.com/2013/07/walking-throughstandards-based-grading.html
http://fnoschese.wordpress.com/2011/02/11/sbg-keeping-track-ofit-all/
http://somebecomepearls.com/standards-based-grading/

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