Or, No More Cherry Picking (and How to Stop Doing That)
The Goal of Standards-Based Grading (SBG): Use standards to give students specific, useful feedback that will help students know what to practice to improve their understanding and performance and you (the teacher) know how to help the students and what to keep testing.
The Temptation: Exclusively (or almost exclusively) create assessment questions that test individual standards in place of ones that test synthesis and using skills in context.
Warning signs: You think of tests you are writing now as “SBG assessments”. Your tests ask questions to intentionally isolate every skill. You label each individual test question with the skill the student should use to solve it.
While there isn’t One True Way to grade and assess, and while there are times when a question that does a good job of isolating a skill is necessary, this post starts from an assumption that in general, good tests ask students to use skills in context and in concert with other skills. Let’s tally this one as part of my Teaching Manifesto series. (In other words, a thinking-out-loud of what I’m trying to do in my classroom and why I’m trying to do it.)
Does SBG make the class easier or harder?
But first, an aside. I think this topic of isolating skills for testing is related to the hypothetical criticism of SBG that I’ve heard about the grading system “watering down” the class or making it a “baby” class. In this context, I can start to understand that fear better. For the rest of the post, I’m going to argue that making tests simpler is a choice that should be avoided, but first, I need to comment on the idea of easy versus difficult.
In my experience, SBG makes a class much more difficult, not easier, if difficulty is related to how much content a student needs to really master and how good a student must be at consistently solving problems. On the other hand, SBG makes a class much easier, if difficulty is related to how successful students are in the class (on average and/or individually).
My Physics and Honors Physics exams of the past few years have been no joke. In fact, they have been much more challenging than the ones I gave in my first couple years of teaching physics. As my students have gotten better at learning physics, their work during the year has demanded the change. More on that later, but now back to that main issue of the work during the year—
Isolate the feedback, not the assessments
It is important to test multiple skills in context while giving more targeted and specific feedback on individual skills. That is, a single question on a quiz should probably be testing at least 3 or 4 skills, but later in the year, probably even more than that as the content keeps layering back on itself.
Every (or almost every) question should usually be forcing the student to make the choices about how they will model the situation in the problem, which representations they will draw, which fundamental principle they will use, etc.
A student should be able to get a question wrong, while still showing that he knew how to use some of the required skills. That is, I should be able to say “you’re doing this well, and here‘s where you’re having trouble.” I can use the standards while giving feedback to help isolate the trouble a student had on a question. And by testing the standards multiple times on an assessment as well as through the student’s history with that assessment, you can notice patterns about their problem solving skills that can be addressed and fixed.
Example: Unbalanced Force quiz problem
Here’s the back of a quiz done by an Honors Physics student last December. The pencil marks are his work on the quiz, the green pen marks are his notes after the quiz (while looking at my solution), and the blue pen marks are my notes. In class, we were working on the Energy Transfer Model, the 7th of 7 models in our first semester.
Though I only listed the four Unbalanced Force Particle Model skills in the objective list*, the problem also tests at least four other, older skills**. I didn’t write every skill tested in the chart because at that point in the year (near the end of the first semester), nearly every Honors Physics student would have already shown current mastery on them. A quick scan of ActiveGrade would have shown me who needed to show those objectives, and I could then note them on those specific quizzes. In the other direction (as above), I can easily add another objective to the list if the student shows me that he doesn’t have mastery on it.
Back to the quiz. So the kid (let’s call him “Wallace”) starts off doing all the right things. After reading that question, the first five things he wants to do involve drawing diagrams (a free body diagram, a force vector addition diagram, position-, velocity-, and acceleration-time graphs). Right on, Wallace. And, in fact, he not only wants to draw diagrams, but he values them enough to spend the time to get them right (see the mistakes he corrected in both of his force diagrams—direction of forces, balanced/unbalanced forces), to care about details like relative sizes of forces on the FBD, and to do some annotation on them. So far, so great.
Then he runs into trouble with the velocity graph. He focuses on only part of the area (something he notices and notes in his correction) which leads him to write an incorrect equation. But the biggest problem is that he doesn’t use the force diagrams to find the slope on that velocity graph, so he’s left with only 2 equations for his 3 unknowns. Aha! That’s a really key skill—Newton’s 2nd Law is a pretty big idea. And I’m sure that Wallace knows that Fnet = ma. If I’d isolated the skill—given him a problem that specified two of those quantities and asked for the third, he almost definitely would have been able to do that problem in December. He’s got all the pieces, and at that point, he’s still working to put them all together.
Going forward, the next time I see Wallace having trouble making the quantitative connection between forces and motion, I can start to identify the pattern. If I see it again, I can write a more targeted note on a quiz and/or have a quick conversation with him. I have a pretty good picture of his strengths and weaknesses now, and I can share that with him and give him some specific coaching.
How many standards?
The number of standards in a unit or year or semester should be determined by how grainy the feedback should be, not by ease of grading or testing. It should be normal for a student to use every skill from a unit while solving a single problem (though not every problem will be a good test of every skill from that unit)—the standards are highlighting the various aspects of using a model that require attention and consideration. So, one is too few. Twelve is probably too many—a student needing to pay close attention to twelve different things at once in a problem is probably in over his head; conversely, specifying twelve aspects of using a model might mean that you’ve started using standards to specify “types” of problems instead of skills that apply to using that model to represent any applicable problem.
Make a standard for things that you see the best students do so that you can help struggling students find where to place their focus. Example: one of the objectives on Wallace’s quiz, above (UBFPM.2 A My FBDs look qualitatively accurate (balanced or unbalanced in the correct directions, relative sizes of forces).) helps students develop good thinking habits by pointing their attention to the relative size of forces when drawing their diagrams. The best students have always done this kind of thinking during their qualitative work, and it has helped them set up their work quantitatively and judge whether their answer makes sense. It’s worth taking the time to give feedback on that aspect of a student’s diagrams and to prompt a student who isn’t getting mastery scores on that objective to stop and think about what she could do better.
Which brings us to the next topic—how should students be practicing skills if they are going to be tested on them in an integrated fashion?
Good practice can be isolated and complicated
In general, to practice a skill students should find and try some problems that involve using that skill. If they can’t identify problems where they can practice a certain skill, they should be meeting with a teacher ASAP. Providing some extra practice for a model is probably good. Providing extra practice for specific skills is probably not helping the overall cause of being able to identify when to use a skill, why to use a skill, etc. That should be fixed with more coaching of the student.
Even while practicing multiple skills together, a student can be focusing mainly on a particular skill. They can put the teacher’s specific feedback into use by really examining their thinking and work with a certain skill. Probably the most isolated that practice gets is when a student is struggling with a qualitative skill (what I call A objectives in my conjunctive SBG system).
What about struggling students?
Students who are in the midst of the most struggle need help (extra coaching) breaking down problems to set up isolated, targeted practice when we’ve identified a specific difficulty that needs to be ironed out before we can move forward. If you can’t consistently draw velocity-time graphs, you’re going to hit a stopping point. Ditto FBDs, LOLs, etc.
Here’s the key—when you isolate a skill, you need to practice more subtly, more deeply than you would likely need for a quantitative problem. If you want to be sure you can use that skill, consistently, as the basis for moving on to the rest of a problem, you need to be able to consistently do complex qualitative work.
And the second key—that’s not the only practice you should do. Indeed, when it is the only practice a student has done, it is not only obvious from their work, but that student is rarely able to be successful on subsequent tests.
Example: Practicing free body diagrams (FBDs)
Let’s say a student is struggling with that important skill mentioned above, depicting the relative sizes of forces on a free body diagram. She’s come in to test on it a few times, but she isn’t making a lot of progress. Time for some extra coaching.
Here’s what you want to do: Go back through old packets and draw several FBDs for every object in the problem. Take “sweaty man” from our BFPM packet, for example. Classic.
Ignore the numbers for now. Draw an FBD for the package. Then draw one for if it’s slowing down instead of moving at a constant speed. Then draw one for if it’s speeding up. How do the forces on the object change? How do the sizes of those forces change?
Now do the same thing, but for the sweaty man in each of those cases.
Then find other old problems and give them the same kind of treatment. Then bring your work to show me (or show it to one of my Honors Physics students from last year) and we can look at it together.
Whoa. That’s great isolated practice.
Practice in general
So in physics, just as in sports or music, you isolate something you know you aren’t doing correctly. You slow it down, you examine it, you play with it. But you don’t exclusively practice and/or test it. In fact, you only ever really “test” it in context. The following snippet from a Grant Wiggins blog post about learning and soccer highlights this idea pretty well—
I often tell the story of Liz, my former co-captain whom I yelled at in a game: “Use all the drills we worked on this week!!!” In the middle of the game, she stopped running, looked at me and yelled back: “I would, but the other team isn’t lining up the way we did the drills!!!”
So while good practice can be isolated, it shouldn’t be exclusively isolated. And it should definitely be more complex than they think they might encounter on a test.
Extra test, extra caution
Extra tests (aka reassessments, etc) come the closest to cherry picking. The students sign up for a particular set of objectives, so they know (or think they know) just what skills they should be using when they arrive.
The A objective tests in particular are the most isolated—but for the same reasons as above, they also need to be much harder. The skills tested on that extra quiz need to be each tested more than once and from multiple perspectives. Those tests need to be set up to really poke at all of a student’s weak spots in her understanding of the diagrams and concepts. When I’m writing an A objective test, I’m trying to think of classic struggles with those skills, and I want to try to make sure that the student and I won’t be tricked into thinking he is ready for using those skills to solve problems when he really isn’t quite there yet. It’s about setting students up for success in the larger picture.
Cautionary anecdote: I know a teacher who, when he was new to teaching physics and to using SBG, gave students reassessments that he knew they would be able to do based on what they had done the first time. After a while of trying that (and having the same students needing subsequent reassessments on the same skills), he realized that he needed to be giving them reassessments that they shouldn’t be able to do (given what they did the first time) so that when the students passed them, he and they were confident that they had made progress in their understanding.
Again, the key is setting students up for success in the big picture.
Extra tests aren’t re-tests
And on that note—I try to use the term “extra test” instead of “reassessment” because the latter implies (to many students and some teachers) taking the same test again. If a mastery score on a standard indicates confidence in a student’s ability to use that skill consistently on new problems, then a good test would involve problems that look very new to the student. Different numbers don’t make a problem new. Different names don’t make a problem new. One of the trickiest things to watch for is students solving an old problem instead of engaging with what is actually in front of them (that’s not going to lead to long-term success)—and giving them the same test again will make it nearly impossible for you to catch that problem.
Test early and often
When I started out with SBG, I gave unit tests after finishing each model.
When I switched to the process that I’ve used for the past couple of years (having a quiz every week (with everything always fair game) and no unit tests), I was nervous that my students would not be prepared to succeed on such a long and comprehensive test as the semester exams.
I am pretty convinced that the reason they had no problem with the exams was that they had been testing in context all along. I was rarely (in regular physics) and pretty much never (in honors classes) giving standards-isolating questions. In fact, the variety and mixture of content on the quizzes was much greater than it had been on unit tests. And actually, the difficulty of the quizzes was much greater than the unit tests as well—since I knew I would be testing the same skills again (and soon), I felt more free to push students with challenging problems. And getting a bit beat up on a quiz, while not strictly fun for the students, wasn’t nearly as spirit-crushing as getting a bit beat up on a more summative-feeling unit test.
Using SBG doesn’t necessarily mean writing all brand-new assessments. It probably doesn’t mean writing all new questions. One way it has changed how I write assessments is that I no longer write them in advance. I look at ActiveGrade before I write a test. I think about what we aren’t doing well yet. I hit the weak spots again and again.
As I say to my students—I don’t learn much from testing you on something that I know you know well. But we both learn a lot when I test you on things that you just barely can’t do perfectly or consistently yet. And we’re playing the long game here. You want to find out now what you can’t do, when you have time to practice it, instead of finding out on the exam, when the class is finished.
* I’d really rather not print the objective list on the same paper as the quiz, but I gave in to not wanting to use so much paper by printing it separately. I have other ideas, but I’m still searching for a more perfect solution, there.
BFPM.1 A I draw properly labeled free body diagrams that show all forces acting on an object.
BFPM.3 A I relate balanced/unbalanced forces to an object’s constant/changing motion.
CAPM.1 A I can draw and interpret diagrams to represent the motion of an object moving with a changing velocity.
CAPM.3 B I can solve problems using kinematics concepts.