Gifted Issues Discussion homepage Forums Age or Ability Specific Forums Elementary School Understanding state "benchmarks" for grade level?

I thought I can advocate better for my daughter if I have a better understanding of what the school expects from her at a certain grade level, right? It would also help me try assessing her some at home or challenging her with higher level work...I notice some homeschoolers say they check the state requirements to plan their cirriculm, so there's that too, if we wound up HS...

So, the thing is, I don't totally understand all these things. Or, what's probably more accurate is that I don't know how you would assess whether the child has learned/is capable of the thing. Can anyone point me to some places to help decipher that and how I can apply what they are saying in a way to assess/challenge my DDs? The math is a little easier to understand, but it's like they are using a foreign language...

Pay no attention to the wizard behind the curtain!

As a teacher that has just printed out 88 grade reports for the first quarter, I regret to inform you that it is almost always a judgement call, that benchmarks are rarely well written, and that each teacher has their own ideas about how to assess whether a student meets the benchmarks.

I had 6 benchmarks for this quarter. I designed a few assignments to teach and assess these benchmarks. I look at the grades I've given for each benchmark, and ask myself, "Do I have evidence for proficiency?" I weight some assignments more heavily than others. Then I look at the grades for the benchmarks. If there is Proficient for all of the benchmarks, the student gets a B. Most Proficient or Partially Proficient gets a C. Some benchmarks Proficient gets a D.

It seems like an odd system, but it has more meaning for me than the points and averages I had growing up.

you might want to start by reviewing the common core standards - corestandards.org

Deonne-yes that is the part I'm having trouble figuring out.

Beckee-when you say 6, do you mean 6 catergories, like math, LA, etc? The whole thing is very confusing...DD8 is in 3rd grade, so they only use math and LA, I believe? For DD4.5, I'm looking at the K benchmakrs/standards.

Our state did have a place where you could print them and each subject has a comparison of common core vs what our state does. If it's not in the same place, that is referenced.

I'm trying to figure out if DD4.5 already can meet them and if DD8 can already meet the 3rd grade ones...

Our school uses below basic, basic, advanced, proficient for the "grade"

This sounds like a good question for someone at the school. Typically these things are set at the state level and are publicly available, though the guidelines can be tough to find due to jargon.

If it's any help as a reference, here in Louisiana they're called Grade Level Expectations (GLEs), and you could look at them here: http://www.doe.state.la.us/topics/gle.html

I don't know if there is an equivalent for reading/LA, but you can look up state standards on IXL.com for math and it will tell you which of their practice categories meet each standard and show examples. I believe you can see this even if you are not a member.

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.