Standards-Based Learning

Learning at ASD

Learning takes place when new knowledge, understanding and skills are obtained or when prior knowledge, understanding and skills are being consolidated. The American School of Doha has created a standards-based curriculum that is based on research and best practice.

ASD has essential agreements among its faculty on what our assessment practices should be. In particular, when assessing student learning,

• We have more assessments for learning (formative) than assessments of learning (summative)
• Assessments should engage high-level critical thinking skills
• There should be both common and contextual assessments in all subject areas

Purpose of Standards-Based Learning

The purpose of standards-based learning is to improve student achievement by focusing instruction and the alignment of curriculum with the essential standards.

Teaching and assessing against standards provides better communication to students, parents, teachers, and administrators on what each student knows and is able to do, according to the identified standards.

Standards-Based Learning

Standards-based grading measures the mastery of the learning targets, or how well students understand the material in class. It is based on a specific set of standards that students need to meet for each grade/content level.

Marks are not a comparison of one student to another, but rather a way to measure how well students are doing on grade-level/course level standards.

A standards-based approach allows parents and students to understand more clearly what is expected of students and how to help them be successful in their educational program.

A Standards-Based Approach

• Indicates what students know and are able to do
• Scores indicate a student’s progress toward the attainment of a standard
• Is based on complex tasks, as opposed to rate memory
• Emphasizes the more recent evidence of learning

Standards-Based Grading

1. Based on learning targets with a grade for each.
2. Criterion-referenced and proficiency-based using a limited number of levels with criteria and targets known to all. How much knowledge or skill is evident?
3. Measure only achievement; behaviors reported separately. No penalties or bonuses given.
4. Include individual evidence only.
5. Use only summative assessments for grading.
6. Emphasize the more recent evidence of learning.
7. Use median, mode, and professional judgement to determine grades.
8. Use only quality assessments and carefully record data.
9. Discusses all aspects with students.

What is a Standards-Based Report?

A standards-based report provides information about a child’s academic achievement as well as his or her learning habits. Essentially, it is a snapshot in time of your child’s learning.

The purpose in sharing this information is to communicate how students are progressing with their academic standards, to provide a context for self-reflection and goal setting, and to provide evidence of their learning habits and their impact on academic achievement.

What do ADV, PRO, APP, LTP Mean?

Advanced (AVD): The student consistently demonstrates an in-depth understanding of the standards, excelling at and/or exceeding grade level expectations. The student consistently applies and extends key concepts, processes, and skills. Performance is characterized by high levels of quality and complexity.

Proficient (PRO): The student consistently demonstrates an understanding of the standards, meeting grade level expectation. The student applies the key concepts, processes, and skills.

Approaching Proficient (APP): The student demonstrates some understanding of the standards, meeting some of the stated expectation or learning goals. Performance is inconsistent in regard to accuracy and quality.

Limited Proficient (LTP): The student does not yet demonstrate sufficient understanding of the standard. The student is not meeting minimum grade level expectations at this point in time. Performance is inconsistent, even with support.

How Does Standards-Based Grading Differ from Traditional Letter Grades?

Standards-based grading informs us what the students have actually learned and know. Standards-based grading measures student’s knowledge of grade-level content over time by reporting the most recent, consistent level of performance.

A student might struggle in the beginning of a grading period with new content, but then learn and demonstrate proficient performance by the end of the grading period.

In traditional grading, the student’s performance for the whole grading period would be averaged and early assessment scores that were low would be averaged together with proficient performance later in the course, thus obscuring progress made.

In standards-based grading, a student who reaches proficiency would be reported as proficient and early work would be viewed as the learning process at work.

What is a Standard?

A standard describes what a student is expected to know and/or be able to do.

Standards used at the American School of Doha

• ELA and Math use standards from AERO/Common Core plus
• Science: Next Generation Science Standards
• C3: College, Career, and Civic Life

What is a Strand?

Strands represent a grouping of like-standards within a content area.

Example: Reading Literature (RL)

Strand Standards that are included in this strand

• RL.1 Support Inferences with Evidence in Literature
• RL.2 Determine Themes and Summarize Details
• RL.3 Analyze Elements of Literature
• RL.4 Interpret Word Meaning and Analyze Word Choice
• RL.5 Analyze Text Structure

Learning Habits

Learning habits are important and separating these from achievement factors will give parents a clearer picture about their student’s learning. Students will be held accountable for these factors, but they will be reported separately.

Ready To Learn: Student comes prepared to class with all necessary materials and submits assignments on time.

Works Hard to Learn: Student stays on task and perseveres when attempting difficult work. Student uses feedback to improve and seeks assistance when needed.

Work With Others to Learn: Student contributes during group work. Student listens positively to the ideas and opinions of others.

For more information contact

Anita Reilly

Middle School Coordinator of Curriculum and Learning

areilly@asd.edu.qa

+974 4499-1206