Beckee-when you say 6, do you mean 6 catergories, like math, LA, etc? The whole thing is very confusing..."
In answer to your question (and sorry for delay, btw--It's report card season) my state has content standards, which are elaborated into benchmarks, which are lists of things that students at each grade level should be able to do. An example of a 6th grade benchmark for social studies is:
[6th graders should be able to]
Explain the past on its own terms; not judging it solely by present-day norms and values
Now, you could certainly argue about whether that benchmark is developmentally-appropriate for most 6th graders. Measurable is another debate. But my social studies report card grade for the quarter was based on the evidence in 2-4 assignments for each of the 6 benchmarks I "covered" this quarter. Other teachers have a completely different approach to grading.
Now my state provides examples of what each benchmark might look like, but I usually ignore the state examples.
I tend to adjust this particular benchmark in my assignments and my grading. I would consider these successful assignments Proficient for a 6th grader:
1. What are the lives of hunter gatherers like? If you had a chance to spend some time with hunter gatherers in the Kalahari, how long would you like to stay and why?
Some students would stay 10 minutes and get back on the air conditioned bus. Some would like to stay for a few months to see the changing seasons and learn some tracking techniques. It doesn't matter which they choose, just that they explain why and show some understanding about how the life of a hunter gatherer is different from their own. This is also part of the what the common core standards call a "reasoned argument".
2. Imagine you are a page on board the Santa Maria. Write a journal entry for October *10*, 1492 in which you describe your day.
Most 6th graders can write a good journal entry with vivid details like, "I couldn't sleep last night because rats were eating my bed."
3. This assignment will be a challenge assignment this year, to help my students who are performing at Proficient (B) create evidence of Advanced (A) work:
(abbreviated)
Explain the caste system and the ideas of karma, dharma, and reincarnation. How have those three ideas helped convince generations of Hindus that the caste system is fair?
That assignment requires students to think like someone who has a different set of experiences and beliefs from themselves. My experience shows that a significant minority of 6th graders will be able to explain that (once they know the vocabulary), so I consider that to be an Advanced level of performance.
