hybrid approach to standards-based grading, schoology next 2016

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AHybridApproachtoStandards-BasedGrading:UsingSchoology

Rubricsina100-PointEnvironmentTedSadtler,TheWestminsterSchools

Atlanta,GA

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TheElevatorPitch

•Morebestpractices workshopthantechworkshop

•The100-ptscalevs.Standards-BasedGrading

•Rubricscreatebenchmarkinglevelsthatreflectexpectedstudentoutcomes

•Rubricsaremorecomplexthanwethink;givethemthetimetheydeserve;designfirst,buildsecond

•100-ptconversionthatworksforme:100/88/73/60

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ThePlan

We’regoingto:• Thoughtexercise:The100-ptScalevs.SBG• Buildasimple,genericrubric;exploreSchoology bells&whistles• Elementsofgoodrubricdesign• Conversionpossibilities:4-ptrubricto100-ptgrade• LanguageoftheGrowthMindset

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ShortTermObjectives

• Gaintechnicalunderstanding ofhowtocreaterubricsinSchoology;howtointegraterubricsintoSchoology “Assignments”

• Developatheoreticalandpracticalunderstanding ofhowtoeffectivelydesign,build,anduserubrics

• Determinea100-ptconversionmethod thatfityourassessmentphilosophy

• Uselanguagethatimprovescommunication andcultivatesa“growthmindset”

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LongTermObjective

Writethebestrubrics you’veeverwritten

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MyAssumptions

• Yourschoolusesthe100-ptscale• Youfinditlackinginsomeregard• Youvaluemeaningfulfeedback• Yourproficiencywithrubricsvaries

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SuccessLooksLike…

•LOTSofstrongrubrics

•OneFANTASTICrubric

•Confidentapproachtobuildingfuturerubrics

•Desiretobringrubricdesignquestionsbacktoourcommunity

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AProblem,ASolution

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Ibelieve thatthisnationshouldcommititselftoachievingthegoal,beforethisdecadeisout,ofmakinga95inspacetravel.

SomeonelessinspiringthanJFK

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Ibelieve thatthisnationshouldcommititselftoachievingthegoal,beforethisdecadeisout,ofsendingamantothemoonandreturninghimsafelyhome.

JFK

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100 060

The100-PointScale

Numbers are inherently abstract. In great quantity, abstraction becomes absurdity.

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Usesforthe100-PointScale

IndividualAssignmentGrades

•Evaluatingstudentworkcallsforconcretefeedback

•Individualstudentworkshouldnotneedtobe“distilled”inordertobeunderstood

End-of-TermGrades

•Distillingtheresultofmultipleassignmentscallsforabstraction

•Distillationisnecessarytogeta“thumbnail”picture

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Whatdomystudentsknow?

Whataremystudentsabletodo?

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Whowillsaveusfromtheevil100-ptscale?

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AnatomyofaRubric

CriteriaWhatshouldthestudentsbeabletodo?

ExceedsExpectations

MeetsExpectations

ApproachesExpectations

DoesNotMeetExpectations

Scale/ScaleLabelsHowdoesstudentperformancestackup

toexpectations

PerformanceIndicatorsWhatdoelementsofperformancelooklike?

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AnatomyofaRubricExceedsExpectations

MeetsExpectations

ApproachesExpectations

DoesNotMeetExpectations

The4-pointScale

4 3 2 1

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GettoWork

CreatingRubricsinSchoology

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Schoology Demo

•NavigatetoResources >Personal•SelectAddResources >AddRubric•CreateTitle,Criteria,Scale&ScaleLabels,PerformanceIndicators

•SavetoResources

•Schoology Bells&Whistles•Portability,Packaged&CustomCriteria,Embedding

Ido,Wedo,Youdo

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DesigningEffectiveRubrics

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RickWormelli’s (HeavilyAbridged)GuidingQuestionsforRubrics•Doestherubricaccountforeverythingwewanttoassess?

•Istherubrictieredforthisstudentgroup’sreadinesslevel?

•Istherubricclearlywrittensoanyonedoinga“cold”readingofitwillunderstandwhatisexpectedofthestudent?

•Canastudentunderstandthecontentyetscorepoorlyontherubric?

•Canastudentunderstandverylittlecontentyetscorewellontherubric?

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RickWormelli’s GuidingQuestionsforRubrics

Doestherubricaccountforeverythingyou

wanttoassess?

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RickWormelli’s GuidingQuestionsforRubrics

Istherubrictieredforthestudents’

levelofreadiness?

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RickWormelli’s GuidingQuestionsforRubrics

Istherubricclearlywritten?

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RickWormelli’s GuidingQuestionsforRubrics

Canastudentunderstandthecontentyetscorepoorlyontherubric?Canthereversehappen?

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RunYourRubricThroughaRubric

fromStiggins’etal,ClassroomAssessmentforStudentLearning

Beforefieldingarubric,youmustexaminetherubricfor:

Content

Clarity

Practicality

Technicalquality/Fairness

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DesigningRubrics:BeforeYouStart

1. Identifyessentialcontent&skills

2. Identifywhatqualifiesasacceptableevidence

3. Identifyhighestpossibleperformance

4. Identifycommonstudentmistakes,tendencies,misunderstandings

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DesigningRubrics:EssentialContent&Skills

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DesigningRubrics:AcceptableEvidence

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DesigningRubrics:HighestPossiblePerformance

BetterBest OMG!

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DesigningRubrics:Mistakes,Tendencies,Misunderstandings

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DesigningRubrics:IdentifyScaleLabels

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Design:TheQuestionofScale

2 1Youdidgood. Youdidbad.

3 2 1Great Good Bad

4 3 2 1Great Good Almost Notyet

5 4 3 2 1Great Good Good

-ishFair Not

yet

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Design:GiveDescriptions,NotDirections

CommonAssignmentDirections

•IncludeX#ofitems

•Includethefollowingterms

•Includegraphics

•Makeitneat

Rubricsarenotassignmentdirectionssetintochartformat.

SusanBrookhart,HowtoCreateandUseRubrics

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Design:GiveDescription,NotJudgment

4 3 2 1

Source Citation I cite my sources completely and correctly when quoting AND when paraphrasing ideas of others

I cite my sources when quotingAND when paraphrasing ideas of others

I cite all quotes, but I neglect to cite all paraphrased ideas of others

I neglect to citesources on multiple occasions, quoted and/or paraphrased

Interpretation of Source

My interpretation of the source reflects precisely the intent of the source

My interpretation of the sourcereflects closely the intent of the source

My interpretation of the source strays in significant ways from the source

My interpretation of the source is largely unrelated to the intent of the source

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Design:GiveDescription,NotJudgment

4 3 2 1

Source Citation Excellent Good Fair Poor

Interpretation of Source

Excellent Good Fair Poor

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GettoWork

DesignYourOwnRubric

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ToKeepinMindAsYouBuild

•Content,Clarity,Practicality,Quality&Fairness

•Considerusingthe4-pointscale

•Startwiththeperformanceindicatorfora“3”

•Usetransitiveverbs

•Givedescription,notdirection,notjudgment

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100-ptConversion:Rationale&Considerations

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My100-ptConversion

4=1003=882=731=60

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My100-ptConversion

Rubricw3Criteria

100/3=33

33x1.0=33

33x.88=29

33x.73=24

33x.60=20

Rubricw4Criteria

100/4=25

25x1.0=25

25x.88=22

25x.73=18.25

25x.60=15

Rubricw5Criteria

100/5=20

20x1.0=20

20x.88=17.5

20x.73=14.5

20x.60=12

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TheReasonsComeFromResults

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TheReasonsComeFromResults

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100-ptConversion:OtherPossibilities

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100-ptConversion:ResourcesForYou

Includedinthissession’sfolderare:

•Excelworkbookwithpre-loadedcalculations;Directionsforuse

•LinktoJillGough’spostonrubricconversion

•Samplerubricsfromvariousdepartments

•Ancillaryreadings

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CultivatingGrowthMindsetthroughEffectiveRubricUse

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FixedMindsetvs.GrowthMindset

•Intelligenceisfixed

•Urgencytoproveoneself

•Effortsuggestsweakness

•Challengeisthreatening

•Failureisdetrimental

•Intelligencecanbecultivated

•Urgencytoexperience

•Effortholdspromise

•Challengeiswelcomed

•Failureisinformative

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AvoidFixedMindset“Triggers”

•Praisingintelligence

•Praising“effortlessness”

•Praisingastudent’s“naturalability”

•Praisingspeedorperfection

Speedandperfectionaretheenemyofdifficultlearning.

CarolDweck,“Mindset:TheNewPsychologyofSuccess”

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MindsetLanguageinRubrics

•Focusoneffort,persistence,risk-taking,creativity,attentiontodetail,originality,independence

•Suggestfutureattempts

•Applaudastudent’sreactiontoadversity

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GettingOthersOnBoard

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SimpleTechniquestoEnlistOtherTeachers

•BuildaLOTofrubrics

•Talkaboutyourresults

•Calibraterubricsasagroup(withinoracrossdisciplines)

•Invitecolleaguestocollaborateonarubric

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TedSadtlerDirectorofTeaching&Learning

SpanishTeacherTheWestminsterSchools,AtlantaGA

tedsadtler@westminster.net senor206 TedSadtler