Topic: 4 point scale

Q: Why change from the 100 pt. scale to the 4 pt. scale? There are many reasons:

A: 1. The 100 point scale is mathematically and statistically flawed for many reasons, but mostly because it violates the basic principle of ratios. For more information:

2. The 4 point scale allows us to consistently define levels of proficiency. We can say, "in order to get a 3 on this topic, you must know and be able to....". If we were to do this on the 100 point scale, we would need 100 different descriptors!

Q: How does the 4 point proficiency scale help students, teachers, and parents?

A: Students are more likely to "hit" targets that are clearly defined for them. We are taking the secrecy out of grading when we are transparent about levels of mastery. The conversation between teachers and students quickly shifts when using proficiency scales.

Old System:

Student: What do I need to do to get an A?

Teacher: You need to score a 95% on the next test.

New System:

Student: What do I need to do to get an A?

Teacher: You need to show me that you can make a claim and support it with textual evidence.

**The focus is on the learning, not the points.

Q: Can we give students zeros in this system?

A: Yes - students can receive zeros in this system for doing nothing. This is because zeros have the same impact on the grade as every other level of the scale (1-4). Because we don't average scores to get the grade, a student can recover from failure. Student learning is the most important outcome.

Reporting Cluster: Add, subtract, multiply and divide rational numbers
Topic / Knowledge:
Addition and Subtraction of Rational Numbers / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.
3
Proficient / Students demonstrate they have developed the ability to:
  • Solve real-world and mathematical problems involving the addition and subtraction of rational numbers (7.NS.1)
  • Interpret sums and differences in real-world contexts (7.NS.1)

2 / Students will recognize or recall specific vocabulary such as:
  • Diagram, difference, horizontal, integer, inverse, negative, number line, opposite, positive, property, rational number, represent, sum, vertical
Students demonstrate they have developed the ability to:
  • Represent addition and subtraction with rational numbers on a horizontal or vertical number line diagram and other models (7.NS.1)
  • Apply properties of operations as strategies to add and subtract integers (7.NS.1)