Teachable objectives, unpacking standards, learning outcomes, objectives, etc. How do you break them down for your subject when applying standards-based grading? 09-10 was my first year implementing SBG. It was a learning year, so I’m re-evaluating to improve next year. I’m wondering how others break down the entries in the gradebook. Here’s an example from CA Algebra I standard 13.
Standard: Students add, subtract, multiply, and divide rational expressions and functions. Students solve both computationally and conceptually challenging problems by using these techniques.
Gradebook entries we used:
Add rational expressions
Subtract rational expressions
Multiply rational expressions
Divide rational expressions
Solve rational equations
Is this similar to what other people do? I get the feeling my campus might be breaking things down to a minuscule level. Also, do you weigh everything the same? I’m leaning toward some standards impacting the grade more than others based on the state blueprints. If someone else does this, I’d love to know how. No sense re-inventing the wheel if someone else already did it. If you don’t weigh standards differently, why not? What happens if you break down one standard into many more parts than another? By default, that makes that standard impact the grade more. Should it?