slsn summer session grading and reporting
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SLSN Summer SessionGrading and Reporting
June 17 – 19, 2008
Welcome!SLSN is sponsored by KDE and PIMSER
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Who’s in the room?
Please stand for the role that best represents your current position:
• Classroom teachers
• Resource teachers (i.e., academic performance specialist, science coaches, curriculum coaches, etc.)
• Building level administrators
• District level administrators
• Other (e.g., KDE, university)
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Facilitators• Kim Zeidler
– Director of P-12 Science and Math Outreach Unit of PIMSER at UK
– Kzeidle@uky.edu
– 859-257-4836
• Diane Johnson– Instructional Supervisor, Lewis
County Schools
– diane.johnson@lewis.kyschools.us
– 606-796-2811
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Goals of SLSN
• Articulate the “big ideas” in science, together with teacher and student understandings (content, process, relevance) that underlie them.– Deconstruction of STM standards, developed
assessment items, identified effective science instruction and rigor, operationalized an instructional model, practiced Writing in Science, identified brain-based strategies
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Goals of SLSN
• Develop a broader understanding of assessment and how to use a variety of assessment strategies in support of student learning.– Developed and critiqued assessment items, examined
performance assessments, personal communication, and rubrics, utilized formative assessment probes, distinguished ‘describe’ from ‘explain,’ began to examine grading and reporting
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Goals of SLSN
• Develop and act on a personal vision of leadership for sustainable improvement in their school or district.– Examined ways to develop leadership for role,
examined 21st Century Skills, used Outlearning the Wolves to consider plc’s, shared ways participants have used information and materials from SLSN
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Goals for SLSN Summer Session
• Provide a grounding in the issues pertaining to grading and reporting practices and provide some possible considerations and solutions for them
• Consider possibilities for communicating what students KUD more accurately
• Consider next steps for classroom/school/district
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Agenda for 3 Days
Tuesday a.m.
• Surface issues related to grading and reporting
Tuesday p.m. and Wednesday
• 8 Guidelines from How to Grade for Student Learning
• Considerations and possible solutions
Thursday• Examples in practice –
Myron Dueck• Next steps for
classroom/school/district
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Logistics
• Restrooms• Lunch: 12:00 – 1:00• Time: 9:00 – 4:00
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Group Norms
• Start and end on time
• Put cell phones on silent
• Be respectful of all comments
• Everyone participates
• Exercise the rule of “two feet”
• Come prepared for the meeting
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Underpinning Issues
• Fairness
• Motivation
• Objectivity and professional judgment
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• “The grading system here is all over the place. You would get a better shot at fairness going to the Olympics – in figure skating!”– Teacher at Winslow High School on Boston
Public, Winter, 2002
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• “It is too numbing to try to figure out the grade; too exhausting. What did become clear was that, given the Carter (HS) grading plan, it was possible to give Gary Edwards just about any grade. He could have passed. He could have flunked. Just about the only question that wasn’t asked during the hearing was whether Gary had actually learned any Algebra.”– Bissinger, H.G., Friday Night Lights, Da Capo,
Cambridge, MA, 1990
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• “Most kids never talk about it, but a lot of the time bad grades make them feel dumb, and almost all of the time it’s not true. And good grades make other kids think they’re better, and that’s not true either. And then all the kids start competing and comparing. The smart kids feel smarter and get all stuck up, and the regular kids feel stupid and like there’s no way to catch up. And the people who are supposed to help kids, the parents and the teachers, they don’t. They just add more pressure and keep making up more and more tests.”– Nora Rowley, 5th grader’s view of grades in Clements,
A., The Report Card, Simon and Schuster, NY, 2004, pg. 72-73.
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• “Why….would anyone want to change current grading practices?
• The answer is quite simple: grades are so imprecise that they are almost meaningless.”– Marzano, R.J. Transforming Classroom Grading,
ASCD, Alexandria, VA, 2000, pg. 1
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“The grading box is alive and well, and in some schools and classrooms, it is impenetrable. Fair does not mean equal; yet, when it comes to grading, we insist that it does.”
Patterson, William “Breaking Out of Our Boxes,” Kappan,April 2003, 572
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• “The power of grades to impact a students’ future life creates a responsibility for giving grades in a fair and impartial way.”– Johnson, D.W. and R.T. Johnson, Meaningful Assessment: A
Manageable and Cooperative Process, Allyn and Bacon, Boston, MA, 2002, pg. 249
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• “We have had a virtual revolution in assessment practices in the past decade.
• Yet, by all accounts, grading practices are only slowly evolving.”– Trumbull, E., “Why Do We Grade and Should We?” in Trumbull
and Farr (Eds.) Grading and Reporting Student Progress in an Age of Standards, Christopher Gordon, 2000, pg. 29
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Why Standards-Based Grading and Reporting?
1) Mandate
2) Supports Learning
3) Improves Communication
4) Consistency/Fairness
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The Essential Questions
• What is our purpose for grading?
• What factors should we include in the grade?
• How do we combine those factors to give the truest picture possible of student achievement?
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Enduring Understandings
• There are no right grades only justifiable grades.
• Nothing really changes till the grade book and the report card both change.
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Guiding Questions
• What is the primary purpose for grading in my classroom/school/district?
• What is the secondary purpose for grading in my classroom/school/district?
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Purposes of Grading
1. Communicate the achievement status of students to their parents and others
2. Provide information for student self-evaluation3. Select, identify, or group students for certain
educational programs4. Provide incentives for students to learn5. Document students’ performance to evaluate the
effectiveness of instructional programs6. Provide evidence of students’ lack of effort or
inappropriate responsibilityGuskey – synthesis from the literatureBeyond A, B, C Grading Conference, 2006
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• “the primary purpose for grading…should be to communicate with students and parents about their achievement of learning goals…
• Secondary purposes for grading include providing teachers with information for instructional planning… and providing teachers, administrators, parents, and students with information for …placement of students. (5)
• It is very difficult for one measure to serve different purposes equally well. (21)
• The main difficulty driving grading issues both historically and currently is that grades are pressed to serve a variety of conflicting purposes.” (31)
Brookhart, S., Grading. (2004)
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“the primary purpose of . . . grades . . . (is) to communicate student achievement to students, parents, school administrators, post-secondary institutions and employers.”
Bailey, J. and McTighe, J., “Reporting Achievement at the Secondary School Level: What and How?”, in Thomas R. Guskey, (Ed.) Communicating Student Learning: ASCD Yearbook 1996, ASCD, Alexandria, VA, 1996, 120
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Policy+
Principles+
Practicality=
Implementation
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Guiding Question
• What are additional issues related to grading and reporting?
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Perspectives on GradingVehicle for addressing some myths and criticisms about grading
1. Grading is not essential for learning.
2. Grading is complicated.
3. Grading is subjective and emotional.
4. Grading is inescapable.
5. Grading has a limited research base.
6. Grading has not single best practice.
7. Grading that is faulty damages students – and teachers.
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Perspectives on Grading
• Select one of the 7 perspectives that you agree with, disagree with, or are not sure about.
• Record why you agree, disagree, or are not sure on the organizer.
• Record some issues that might surface related to this perspective.
• Read the corresponding information in HTGFSL found on pages 17-24.
• Add to the issues and jot down some key points to remember.
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Perspectives on Grading
• Find the chart with the perspective you selected.
• Select a recorder – the person with the most experience teaching.
• Select a reporter – the person with the least experience teaching.
• Share whether you agreed, disagreed, or weren’t sure about the perspective selected.
• Share and chart issues and key points.
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Perspective #1
“Teachers don’t need grades or reporting forms to teach well. Further, students don’t need them to learn.”
Thomas R. Guskey,(Ed.) Communicating Student Learning: ASCD Yearbook 1996, ASCD, Alexandria, VA, 1996, 14
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Checking is essential
Checking is Diagnostic- Teacher as an Advocate
Grading is Evaluative - Teacher as a Judge
Guskey, T.R. Using Assessments to Improve Student Learning, Workshop Presentation
Perspective #1
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Perspective #3
“What critics of grading must understand is that the symbol is not the problem; the lack of stable and clear points of reference in using symbols is the problem.”
Wiggins, G., “Honesty and Fairness: Toward Better Grading and Reporting”, in Guskey, T. R.. (Ed.), Communicating Student Learning: The ASCD Yearbook 1996, ASCD, Alexandria, VA, 1996, 142
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Perspective #3
“All scoring by human judges, including assigning points and taking them off math homework is subjective. The question is not whether it is subjective, but whether it is defensible and credible. The AP and IB programs (are) credible and defensible, yet subjective. I wish we could stop using that word as a pejorative! So-called objective scoring is still subjective test writing.”
Grant Wiggins, January 19, 2000 answering a question on chatserver.ascd.org
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Perspective #4
“Grades or numbers, like all symbols, offer efficient ways of summarizing.”
Wiggins, G., “Honesty and Fairness: Toward Better Grading and Reporting”, in Guskey, T. R..(Ed.), Communicating Student Learning: ASCD Yearbook 1996, ASCD, Alexandria, VA, 1996, 142
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Perspective #4
“Trying to get rid of familiar letter grades . . . gets the matter backwards while leading to needless political battles. . . . Parents have reason to be suspicious of educators who want to . . . tinker with a 120 year old system that they think they understand - even if we know that traditional grades are often of questionable worth.”
Wiggins, G., “Honesty and Fairness: Toward Better Grading and Reporting”, in Guskey, T. R..(Ed.), Communicating Student Learning: ASCD Yearbook 1996, ASCD, Alexandria, VA, 1996, 142
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Perspective #7
“. . . some teachers consider grades or reporting forms their “weapon of last resort.” In their view, students who do not comply with their requests suffer the consequences of the greatest punishment a teacher can bestow: a failing grade. Such practices have no educational value and, in the long run, adversely effect students, teachers, and the relationship they share.”
Guskey, Thomas R. (Editor), Communicating Student Learning:The 1996 ASCD Yearbook, ASCD, Alexandria, VA, 1996, 18
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“No studies supportthe use of low gradesor marks aspunishments. Insteadof prompting greatereffort, low gradesmore often causestudents to withdrawfrom learning.”
Guskey and Bailey, Developing Grading andReporting Systems for Student Learning,Corwin Press, 2001, 34-35
Perspective #7
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• “Change is never easy. It’s especially difficult in education because so much current practice is based on tradition rather than compelling evidence of effectiveness. We continue to use certain practices not because we’ve thought about them deliberately or evaluated them thoroughly, but, rather, because it is easier to continue doing what we have always done.”– Guskey and Bailey, Developing Grading and Reporting Systems
for Student Learning, pg. 9
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Current Practice
• Reflect on your (current) practice by comparing it to one teacher’s narrative of her experience.
• Answer these questions:– What, if anything, in this teacher’s description of her
grading practices matches your own?
– Conversely, what can you identify in your practice that differs from what this teacher did?
• What grading issues arise from this narrative and/or your reflection?
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Chris Brown’s Science Class
• Examine the excerpt from Chris Brown’s grade book.
• Note the information that is shown below the grade book excerpt regarding miscellaneous items, absences, and the grading scale.
• Enter to the right of the chart the letter grade each student would get using the grading scale in use in your school/district.
• Share with your tablemates. Were there any differences?
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Chris Brown’s Science Class
• Do the grades awarded fairly reflect the results from which they were derived for each student?
• If you answered “yes,” for which students? Why?
• If you answered “no,” for which students? Why?
• What grading issues arise from this case study?
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Your Own Grading Process
• It is the beginning of the semester. You’re going to send report cards home in 9 weeks. How do you get there from here? What are the steps in your personal process? List them and then mark each one to indicate your level of satisfaction with each:+ = works fine> = could be better# = needs work or unsure what
to do.
• Compare your process to the one outlined on the handout, “Steps in Report Card Grading.”
• Where does your practice align?
• Where does it diverge?
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Steps in Report Card Grading1) Start with the learning targets. Create a
plan for what learning you will assess for grading purposes during the quarter.
2) Make an assessment plan to lay out how you will regularly find out what your students are learning.
3) Create, choose, and/or modify assessments.4) Record information from assessments as
you give them.5) Summarize the achievement information
into one score.6) Turn the score into a grade.
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Your Own Grading Process
• What grading issues arise from this comparison?
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Provocations
• What are the purposes of grades?
• Would you give grades if you didn’t have to?
• Is it acceptable for us to disagree about what makes up our grades?
• What does research say about the benefits and harms of grades? What experiments do we need to undertake to test our assumptions?
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Guiding Questions
• What is the primary purpose for grading in my classroom/school/district?
• What is the secondary purpose for grading in my classroom/school/district?
• What are additional issues related to grading and reporting?
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Grading Issues
• Basis for grades• Performance standards – how well
• Ingredients- achievement, ability, effort, attitude/behavior
• Sources of information – methods, purposes
• How recent – all or some data
• Number crunching• Assessment quality• Record keeping• Student understanding/involvement
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Guidelines for Grading
1) Relate grading procedures to the intended learning goals, i.e., standards (PoS).
2) Use criterion-referenced standards as reference points to distribute grades.
3) Limit the valued attributes included in the grades to individual achievement.
4) Sample student performance – don’t include all scores in grades.
5) “Grade in pencil” – keep records so they can be updated easily.
6) “Crunch” numbers carefully – if at all.
7) Use quality assessment(s) and properly recorded evidence of achievement.
8) Discuss and involve students in assessments, including grading throughout the teaching/learning process.
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The Relationship Between Grading Issues and the Grading Guidelines
Grading Issue Guideline #
Basis for grades 1
Performance Standards 2
Ingredients 3
Sources of Information 4
How recent? 5
Number Crunching 6
Quality 7
Record keeping 7
Student involvement 8
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Standards-Based Grading Contrasted with Traditional Grading
Guideline Standards-Based Traditional1 Directly related to standards Usually related to assessment
methods
2 Criterion-referenced standards
Public criteria/targets
Often norm-referenced or a mix of criterion and norm referenced
Criteria unclear or assumed to be known
3 Achievement only
Individual
Uncertain mix of achievement, attitude, effort and behavior
Often includes group marks
4 From summative assessments only
From formative and summative assessments
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Standards-Based Grading Contrasted with Traditional Grading
Guideline Standards-Based Traditional5 More recent information
Reassessment without penalty
Everything marked is included
Multiple assessments recorded as average, not best
6 Limited and careful “number crunching”
Use of median and mode
Many formulae and calculations
Always use means (average)
7 Derived from quality assessments
Data recorded carefully
Huge variation in assessment quality
Often only stored in teacher’s head
8 All aspects discussed with, and understood by students
Teacher decides and announces
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What Are Your Purposes for Grades?
• Think about the purposes behind the grades you assign. What are your trying to communicate through the use of report card grades? To what extent are your learning goals the basis for the grades you assign? What in your grading practices are aligned with the ideas presented for standards-based grading? What, if anything, seems to be in opposition?
Guideline #1
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Guideline #1Traditional Guideline For Middle School Student Grading
Evaluation Category Expected % Range1. Quizzes/Tests/Exams 20-30%2. Written Assignments 15-25%
Creative or explanatory paragraphs, essays, notes, organizers, writing folios or portfolios
3. Oral Presentations or Demonstrations 15-25%Brief or more formal presentations or demonstrations,role-playing, debates, skits etc.
4. Projects/Assignments 10-20%Research tasks, hands-on projects, video or audio tape productions, analysis of issues etc.
5. Co-operative Group Learning 5 -15%Evaluation of the process and skills learned as an individual and as a group member
6. Independent Learning 5 - 15%Individual organizational skills, contributions to classactivities and discussions, homework, notebooks
70-130%
5712
5813
Guideline #1
5914
60
15
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Stiggins, et al,Classroom Assessmentfor StudentLearning, ATI,Portland, OR,2004, 289
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Guideline #1
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Stiggins, et al,Classroom Assessmentfor StudentLearning, ATI,Portland, OR,2004, 289
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Guideline #1
6318
Guideline #1
64
Language ArtsReading Q1 Q2 Q3 Q4 Comprehensions Strategies Vocabulary Development Oral Reading
Writing Q1 Q2 Q3 Q4
Process (pre-writing, first Draft, editing, revising, Publishing) Style Mechanics Grammar Spelling/Application
Research/Inquiry Q1 Q2 Q3 Q4 References Organization
Oral Communication Q1 Q2 Q3 Q4 Listening Speaking
MATHMATICSQ1 Q2 Q3 Q4
Number RelationshipsComputationMeasurementGeometryAlgebra/Patterns
Data Analysis
Probability
ProblemSolving/Communicating
SOCIAL STUDIESQ1 Q2 Q3 Q4
Geography, History,Political Sciences,Economics, BehavioralSciences
Grade reflects integration of all students
Attendance Q1 Q2 Q3 Q4Days AbsentTimes Tardy
Q u ic k T im e ™ a n d aG ra p h ic s d e c o m p re s s o r
a re n e e d e d to s e e th is p ic tu re .
n ex t t o g r a d e i n s u b je c t a r ea
i n d i ca t es s tu d e n t p r o g re s s i s a ff e c t ed
b y a b se n c e s o r t a r d i n e s s .
I N IT I AT I VE / E FF O R T
Q1 Q2 Q3 Q4
Read i ng
Wr iti ng
Ma t he m a ti c s
S c i ence
S oc i a l St ud i e s
SO CIA L SK I L L S
Q1 Q2 Q3 Q4
S hows r espe c t f or :
Adu lt s
P ee r s
P rop e r t y
F o ll ows Ru l e s
Acc e p t s re s pons i b ilit y f o r
own ac ti ons
Coop e ra t e s & Co m p r o m i s e s
Deve l op s s ucce s s f u l p e er
r e l a ti onsh i p s
U s es se lf- di s c i p li ne
R e so l ve s con fli c t pe a ce f u l ly
W O R K/S TUDY S K I L L S
Q1 Q2 Q3 Q4
U s es ti m e w is e l y
A s ks fo r h e lp when needed
Wo r ks i ndependen tl y
St ays on t a s k
P rodu c es qua lit y wo r k
W rit es l eg i b l y
Co m p l e t e s & r e tu r n s ho m ewo r k
a s s i gn m en t s on tim e
O r gan i ze s wo r k & be l ong i ngs
U s es t echno l ogy e f f ec ti ve l y
S t ud e n t
A c h i ev em en t K e y : T hi s s y m bo l i ndi c a t e s how t he s t uden t i s
p erf o r m i ng i n re l at ion s hip t o a s ta nda r d .
A = T he s t uden t h a s d e mon s t rat ed t he re qui re d know le dge a nd s k il l s .
A c h i ev em en t m e et s o r e xc ee ds G ra d e L ev el E xpe c t a ti ons .
B = T he s t ud e nt h a s d e mon s t rat ed m os t o f t he re qui re d know le dge a nd
s k il l s . A c h i ev em en t g e ne ral ly m e et s G ra d e L ev el E xpe c t a ti ons .
C = T he s t ud e nt h a s d e mon s t rat ed s o me o f t he re qu ir ed know le dge a nd
s k il l s . A c h i ev em en t a pp r oa c h e s G ra d e L ev el E xpe c t a ti ons .
D = T he s t uden t h a s d e mon s t rat ed s o me o f t he r equ ire d know le dge a nd
s k il l s i n l i mi t e d w a ys . Ac h ie ve me nt fre quen tl y fa l l s b e lo w G ra d e
L ev el E xpe c t a ti ons .
U = T he s t uden t h a s no t d e mon s t rat ed t he re qui re d know le dge a nd
s k il l s . A c h i ev em en t do e s no t m e et G ra d e L ev el E xpe c t a ti ons .
X = No t a s s e s s ed a t t hi s t i me .
S CI E NCE
Q1 Q2 Q3 Q4
Phy si ca l S c ie nces
Ea rt h & Sp a ce S c i e nces
L if e & Env ir on m en t a l
S c i ence s
S c i e nce Pr oce s se s
( Connec ti on s , na t ur e o f
s ci ence , i nqu ir y,
app li ca ti on s , soc i a l and
pe r sona l pe r spe c t i v e s )
G r ade i nc l udes sc ie nce l ab wo r k
I n i t ia t i ve , S oc ia l and Wo r k S k il l s K ey : T h i s sy m bo l
r epr e sen ts t he s t uden t’ s e f fo rt .
3 - C ons i s t en t 2 - I ncon si s t en t 1 - M i n im a l
Shorewood School District, WI
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Guideline #1
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Guideline #1
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• “The use of columns in a grade book to represent standards, instead of assignments, tests, and activities, is a major shift in thinking…Under this system, when an assessment is designed, the teacher must think in terms of the standards it is intended to address. If a (test) is given that covers three standards, then the teacher makes three entries in the grade book for each student – one entry for each standard – as opposed to one overall entry for the entire (test).”– Marzano, R., and J. Kendall, A Comprehensive Guide to
Developing Standards-based Districts, Schools, and Classrooms. McREL, Aurora, CO, 1996, pg. 150.
Guideline #1
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• “Systems that are aligned – curriculum, teaching, and assessment – have a greater chance of success for students.”– Lappan, G., NCTM News Bulletin, October, 1998
Guideline #1
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• “The principle limitation of any grading system that requires the teacher to assign one number or letter to represent . . . learning is that one symbol can convey only one meaning.
• One symbol cannot do justice to the different degrees of learning a student acquires across all learning outcomes.”– Tombari and Borich, Authentic Assessment in the Classroom,
Prentice Hall, 1999, pg. 213.
Guideline #1
69
Guideline for Grading• Relate grading procedures to the intended
learning goals, i.e., standards (PoS)a) Use learning goals as basis for grade determinationb) Use assessment methods as the sub-set NOT the set.
Issue ConcernBasis for Grades Which groupings – stds, strands?
Traditional Standards-basedUsually related to Directly related to standardsassessment methods
Guideline #1
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• “Performance standards specify ‘how good is good enough.’ They relate to issues of assessment that gauge the degree to which content standards have been attained . . . They are indices of quality that specify how adept or competent a student demonstration should be.”– Kendall, J. and R. Marzano, Content Knowledge: A Compendium
of Standards and Benchmarks for K-12 Education, First Edition, McREL, 1997, pgs. 16-17.
Guideline #2a
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Performance StandardsGuideline #2a
How good is good enough?
Traditional School ApproachesA 90-100% - Outstanding ExcellentB 80-89% - Above Average GoodC 70-79% - Average SatisfactoryD 60-69% - Below Average PoorF <60% - Failing Unacceptable
Standards-based Approaches(Should be described by levels; may be linked to letter grades or %)
Distinguished Above standardProficient Meets standardApprentice Below but approaching standardNovice Well below standard
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Grading ScalesGuideline #2a
Letter Ontario Ruth E Rick W Pam PRL Cassidy
Your District
A 80-100 90-100 93-100 95-100 95-100
B 70-79 80-89 85-92 85-94 88-94
C 60-69 70-79 78-84 75-84 81-87
D 50-59 60-69 70-77 65-74 75-80
F < 50 < 60 < 70 < 65 < 75
From the Internet – The School House Teachers’ LoungeQuoted by Canady and Hotchkiss, Kappan, September,1989, pg. 69
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Grading Scales
• What is your reaction to the wide variation in grading scales?
• What is the range for receiving an A? For failing?
• What do these variations mean?
Guideline #2a
74
Sample Descriptive Grading Criteria
Students receiving a grade demonstrate most of the characteristics most of the time.
A
B
C
D
F
Exhibits novel and creative ways to show learning Enjoys the challenges and successfully completes open-ended tasks with high quality
work Test scores indicate a high level of understanding of concepts and skills Assignments are complete, high quality, well organized, and show a high level of
commitment Almost all the learning goals are fully or consistently met and extended
Exhibits standard ways to show learning Enjoys open-ended tasks, but needs support in dealing with ambiguity Test scores indicate a good grasp of concepts and skills Assignments are generally complete, thorough, and organized Most of the learning goals are fully or consistently met
Needs some encouragement to show learning Needs support to complete open-ended tasks Test scores indicate satisfactory acquisition of skills and concepts Assignments are generally complete, but quality, thoroughness, and organization vary More than half of the learning goals are fully or consistently met
Occasionally shows learning after considerable encouragement Needs support to begin, let alone complete, open-ended tasks Test scores indicate weak acquisition of skills and concepts Assignments are varied in quality, thoroughness, and organization Only a few of the learning goals are fully or consistently met
Rarely shows learning Unable to begin, let alone complete, open-ended tasks Test scores indicate very weak grasp of concepts and skills Assignments show poor quality and are frequently incomplete None or almost none of the learning goals are fully or consistently met
How to Grade for Learning: Linking Grades to Standards, Skylight Professional Development, Glenview, IL, 2002. 75
Guideline #2a
22
75
Pennsylvania Performance Standards
AdvancedStudents achieving at the advanced level demonstrate superior academic performance. Advanced workindicates an in-depth understanding or exemplary display of the skills included in the Pennsylvania AcademicContent Standards.
These Students: Demonstrate broad in-depth understanding of complex concepts and skill Make abstract, insightful, complex connections among ideas beyond the obvious Provide extensive evidence for inferences and justification of solutions Demonstrate the ability to apply knowledge and skills effectively and independently by applying
efficient, sophisticated strategies to solve complex problems Communicate effectively and thoroughly, with sophistication
ProficientStudents achieving at the proficient level demonstrate satisfactory academic performance. Proficient workindicates a solid understanding or display of the skills included in the Pennsylvania Academic ContentStandards. This is the accepted grade – level performance.
These Students: Can extend their understanding by making meaningful, multiple connections among important
ideas or concepts and provide supporting evidence for inferences and justification of solutions Apply concepts and skills to solve problems using appropriate strategies Communicate effectively
BasicStudents achieving at the basic level demonstrate marginal academic performance. Basic work indicates apartial understanding or display of the skills included in the Pennsylvania Academic Content Standards.Students achieving at this level are approaching acceptable performance but have not achieved it.
These students: Demonstrate partial understanding of basic concepts and skills Make simple or basic connections among ideas, providing limited supporting evidence for
inferences and solutions Apply concepts and skills to routine problem-solving situations Communicate in limited fashion
Below BasicStudents achieving at the below basic level demonstrate unacceptable academic performance. Below basicwork indicates a need for additional instructional opportunities to achieve even a basic understanding ordisplay of the skills included in the Pennsylvania Academic Content Standards.
These Students: Demonstrate minimal understanding of rudimentary concepts and skills Occasionally make obvious connections among ideas, providing minimal evidence or support for
inferences and solutions Have difficulty applying basic knowledge and skills Communicate in an ineffective manner
Guideline #2a
O’Connor, K., How to Grade for Learning, Second Edition, Corwin, 2002, 8123
76
Guideline #2a
Additional InformationFor more detail regarding the Standards, please refer to the Academic Standardsbrochures for each grade level. The brochures are available at your school office orby connecting to the SJUSD Web Site at www.sanjuan.edu. (look under academicstandards. For specific, in-depth information, please refer to the K-6 Language Artsand Mathematics Standards. The standards can be obtained by contacting the Officeof the Assistant Superintendent of Curriculum and Professional Development at 3738Walnut Ave, Carmichael, CA 95609, calling 971-7185
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Explanations on Markings
Standard Levels:Advanced (4): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)
The students consistently meets and at times exceeds (more depth/extensionwith grade level work and/or performing at a high grade level) the standard asit is described by the grade level key indicators. The student, with relative ease,grasps, applies, and extends the key concepts, processes, and skills for thegrade level. The student’s work is comparable to the student models andrubrics that are labeled advanced (4)
Proficient (3): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)
The student regularly meets the standard as it is described by the grade levelkey indicators. The student demonstrates proficiency in the vast majority ofthe grade level key indicators. The student, with limited errors, grasps andapplied the key concepts, processes, and skills for the grade level. Thestudent’s work is comparable to the student models and rubrics that are labeledproficient (3).
Approaching (2): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)
The student is beginning to, and occasionally does, meet the standard as it isdescribed by the grade level key indicators. The student is beginning to graspand apply the key concepts, processes and skills for the grade level butproduces work that contains many errors. The student’s work is comparable tothe student models and rubrics that are labeled approaching (2).
Below (1): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)
The student is not meeting the standard as it is described by the key indicatorsfor this grade level. The student is working on key indicators that are one ormore years below grade level. The student’s work is comparable to the studentmodels and rubrics that are labeled (1).
Explanations on MarkingsGrades:Outstanding (O): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)
For Effort, Social Skills, Work Habits, and Science/Social Studies Grades –and “O” indicates the student’s effort, social skills, work habits, and/orscience/social studies performance consistently meet and at times exceed theexpectations for the grade level at which the student is performing
Good (G) : (Teachers will use “+” and “-“ to further define the level ofperformance within this range)
For Effort, Social Skills, Work Habits, and Science/Social Studies Grades – a“G” indicates the student’s effort, social skills, work habits, and/orscience/social studies performance regularly meet the expectations for thegrade level at which the student is performing.
Satisfactory (S): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)
For Effort, Social Skills, Work Habits, and Science/Social Studies Grades – a“S” indicates the student’s effort, social skills, work habits, and/orscience/social studies performance usually meet the expectations for the gradelevel at which the student is performing.
Needs Improvement (N): For Effort, Social Skills, Work Habits, andScience/Social Studies Grades
For Effort, Social Skills, Work Habits, and Science/Social Studies Grades – a“N” indicates the student’s effort, social skills, work habits, and/orscience/social studies performance do not meet the expectations for the gradelevel at which the student is performing.
Source: San Juan School District, CA
24
77
For Classroom Assessment
Guideline #2a
Performance Standards=
Performance Descriptors(school, district or statee.g., 4 3 2 1; D P A N)
Scoring Tools (rubrics, etc.)+
Work Samples (exemplars)+
Commentaries on the Work Samples
Adapted from New Standards Sampler, National Center on Education and the Economy, www.ncee.org
78
Achievement
Guideline #2a
“the act of achieving or performing; an obtaining by exertion; successful performance”
measured as an absolute,e.g., “He/she … is 4 feet 6 inches tall” …is reading at grade 2 level”
“achievement at…”Sources: Dictionary, Grant Wiggins
79
Growth
Guideline #2a
“the process of growing; increase in size, number, frequency, strength, etc.”
measured against where a child was,e.g., “He/she…grew three inches since last measurement”
…has moved from grade 1 level in the last month”
“growth from…”
Sources: Dictionary, Grant Wiggins
81
Progress
Guideline #2a
“movement, as toward a goal, advance,”
Relative achievement measured against a goal, standard, future result,e.g., “He/she…to one inch above average height for age,” …to two grade levels below expected level for age”
“progress to…”Invariably involves a professional judgmentNote – it is possible to make significant personal growth while making limited progress at a (relatively) low level of achievementSources: Dictionary, Grant Wiggins
82
• What do you think would happen if you did an outstanding job, all of the students in your class did an outstanding job, and all of the students received a grade of 90% or higher?
Guideline #2b
83
• “Grading on the curve makes learning a highly competitive activity in which students compete against one another for the few scarce rewards (high grades) distributed by the teacher. Under these conditions, students readily see that helping others become successful threatens their own chances for success. As a result, learning becomes a game of winners and losers; and because the number of rewards is kept arbitrarily small, most students are forced to be losers.”– Guskey, T. (Ed.), Communicating Student Learning: The 1996 ASCD
Yearbook, ASCD, Alexandria, VA, 1996, pgs. 18-19.
Guideline #2b
84
Guideline for Grading2. Use criterion-referenced performance standards as
reference points to determine grades.a. The meaning of grades (letters or numbers) should come from clear descriptors of performance standardsb. “If they hit the goal, they get the grade!” – i.e., NO bell curve!
Issue ConcernReference Point Performance standards – what?
How good is good enough? To curve or not to curve?
Traditional Standards-basedNorm referenced or Criterion-referenced standardsa mix of crit. and normCriteria unclear Public criteria/targetsor assumed to be known
Guideline #2
85
• “…grades often reflect a combination of achievement, progress, and other factors.
• …this tendency to collapse several independent elements into a single grade may blur their meaning.”– Bailey, J. and J. McTighe, “Reporting Achievement at the
Secondary School Level: What and How?,” in T. Guskey, (Ed.), Communicating Student Learning: ASCD Yearbook 1996, ASCD, Alexandria, VA, 1996, pg. 121.
Guideline #3a
86
ProductAssessment Tasks
e.g. • performances• presentations
• tests/quizzes/examination• culminating demonstration
Sum total of everything students do in school/classroom
Assessment tasks,e.g. • performances
• presentations• tests/quiz• culminating demonstration
ProductAssessment taskse.g. • performances
• presentations• tests/quizzes/examinations• culminating demonstrations
Assessment of students using observation over timeProcess
e.g. • learning logs• journals• portfolios• teacher observations/anecdotal notes
Select a representative sampling of what students do
Report Card
Grading Variables
Attitude/Learning Skills/Effort• enjoys learning• questions/investigates
class participation•• works independently• completes assignments• completes research/projects• cooperates with others• respects others• resolves conflicts• attendance, punctuality
ACHIEVEMENT
Guideline #3a
• reflects and sets goals
O’Connor, K., How to Grade for Learning, Second Edition, Corwin, 2002, 42
Reporting Variables (Desirable Behaviors)
(Standards) 25
87
Guideline #3a
“Reports on student progress and achievement should contain . . . information that indicates academic progress and achievement for each course or subject area
separate from . . .
punctuality, attitude, behaviour, effort, attendance, and work habits;”
Manitoba Education and Training, Reporting on Student Progress and Achievement: A Policy Handbook for Teachers, Administrators and Parents. Winnipeg, 1997, 13
88
“By . . . offering separategrades for differentaspects of performance,educators can providebetter and far moreuseful information (thansingle grades that includeachievement andbehaviors).Guskey and Bailey, Developing Grading and Reporting Systems for Student Learning, Corwin, 2001, 82
Guideline #3a
89
Guideline 3a
“Excused and unexcused absences are not relevant to an achievement grade.
There is no legitimate purpose for distinguishing between excused and unexcused absences.
For educational purposes, therefore, there need only to be recorded absences.”
Gathercoal, F., Judicious Discipline,Caddo Gap Press, San Francisco, 1997, 151
90
Guideline #3a
Teacher: “Are you telling me that if a student has been ill and another has been skipping, that they both should be able to make up the work missed?”
Gathercoal: “(Yes) both needed an educator when they returned, perhaps the one who skipped more than the other.”
Gathercoal, F., Judicious Discipline, Caddo Gap Press, San Francisco, 1997, 151
91
How to Grade for Learning: Linking Grades to Standards, Skylight Professional Development, Glenview, IL, 2002.222
Ontario Provincial Report CardGrades 9-12
Student Grade Principal
Address School Council Chair
School Te lephone Board
Address Fax Address
CoursesIEP = Individual Education PlanESL = English as a Second LanguageELD = English Literacy Development
These boxes appear for each coursewhere appropriate Report
Period
CommentsStrengths/Areas for Improvement/ Next
Steps
Course Title:Course Code:Teacher: IEP ESL ELD
Course Title:Course Code:Teacher: IEP ESL ELD
Course Title:Course Code:Teacher: IEP ESL ELD
Course Title:Course Code:Teacher: IEP ESL ELD
Student’s Average To view provincial curriculum documents, visit the Ministry of Education’s website: www.edu.gov.on.ca. For more information call(416) 325-2929 or toll free 1-800-387-5514
Semester Report Period Date
Learning SkillsE-Excellent,
G=Good,S=Satisfactory,
N= Needs,Improvement
Guideline #3a
26
92
The Dilemma of Late Work
• Imagine that your seventh-grade daughter’s midterm progress report in science says she is getting a C, yet the only tests and assignments you have seen have had As or Bs on them. Your daughter tells you she’s done all the required work and can’t explain where the C came from.
• You meet with the teacher, who checks your daughter’s records on the computer. The printout shows the following list of entries leading to an average of 76%.– Unit 1 Test: 95%– “Effects of Pollution” Report: 85%– Unit 2 Test: 85%– “Biomes” Report: 40%
Guideline #3a
93
The Dilemma of Late Work
• The teacher tells you that your daughter’s last report was one week late. Her policy is to subtract 10 points for each day an assignment is late, so had your daughter’s “Biomes” report been on time, she would have received a score of 90%. But, you point out, your daughter seems to be grasping the concepts very well. “Well, this is how we figure grades,” the teacher replies.
Guideline #3a
94
The Dilemma of Late Work
• What does a C communicate to others?
• What problems does the practice of reducing the grade for late work solve?
• What problems does it cause?
• What are the teacher’s options for dealing with late work?
Guideline #3a
95
Getting Work in on Time
• Set clear and reasonable timelines with some student input.
• Ensure that the expectations for the task/assignment are clearly established and understood.
• Support the students who will predictably struggle with the task without intervention.
• Find out why other students’ work is late and assist them.
Guideline #3a
Adapted from “Creating a Culture of Responsibility” by the York Region District School Board, Ontario, Canada
96
Getting Work in on Time• Establish the consequences for late work, such as:
– Before/after school follow-up– Make-up responsibility within a supervised setting– Parent contact– Notation in the grade book for each assignment which is late– “grades” on learning skills/work habits section of the report card– Comments on report card that reflect chronic lateness
• Provide opportunity for students to extend timelines:– Student must communicate with the teacher in advance of the due date– Student must choose situations carefully as this extension may only be used
once/twice per term/semester
• If all the above “fails” (i.e., work is still late/not done), use small mark penalties/deductions which do not distort achievement or motivation.
Guideline #3aAdapted from “Creating a Culture of Responsibility” by the York Region District School Board, Ontario, Canada
97
Guideline #3a
Letter to the Editor – Harrisburg, PA Patriot NewsNovember 21, 2003
Recently it was “Dress like an Egyptian Day” at my school. If we dressed like an Egyptian, we got extra credit. When we didn’t (which the majority of the kids didn’t) our teacher got disappointed at us, because we just ‘didn’t make the effort.’…One of the most frustrating things in my mind is that we get graded on something that has no educational value. I would very much like to discontinue these childish dress-up days.
JENNIFER STARSINICHummelstown
98
Guideline #3a
“the most effective ways to change behaviors are: 1. using noncoercion 2. prompting the person to self-assess, and 3. if authority is necessary have the student own the consequence. When a consequence is imposed the student feels the victim. When the consequence is elicited, the student owns it and grows from the decision.”Marvin Marshall, Promoting Responsibility Newsletter, Vol. 1, No. 4, November 2001, 9
99
Guideline #3a
“There is no reward in punishment.”
Barth, R., Lessons Learned
100
Disaggregate Grades
• What are the independent variables in student performance that need to be kept separate in our feedback and grading – even if we also have a formula for aggregating it into a single grade?
• What are the pros and cons of separating out achievement/work habits/process in reporting, as described in the DVD clip?
Guideline #3a
101
• “Group grades are so blatantly unfair that on this basis alone they should never be used.”– Kagan, S., “Group Grades Miss the Mark,” Educational
Leadership, May, 1995, pg. 69.
Guideline #3b
102
Kagan’s 7 Reasons for Opposing Group Grades
1) No(t) fair
2) Debase report cards
3) Undermine motivation
4) Convey the wrong message
5) Violate individual accountability
6) Are responsible for resistance to cooperative learning
7) May be challenged in court.
Guideline #3b
–Kagan, S., “Group Grades Miss the Mark,” Educational Leadership, May, 1995, pg. 69.
103
• “No student’s grade should depend on the achievement (or behavior) of other students.”– Source: William Glasser
Guideline #3b
104
Guideline for Grading3. Limit the valued attributes included in the grades to
individual achievement.a. Grades should be based on achievement, I.e., demonstrations of the knowledge and skill components of the standards. Effort, participation, attitude, and other behaviors should be reported separately.b. Grades should be based on individual achievement.
Issue ConcernIngredients Learning skills/work habits/effort
Late assignments/extra credit Group grades/marks
Traditional Standards-basedUncertain mix of achieve- Achievement onlyment, attitude, effort, andbehaviorOften includes group marks Individual
Guideline #3
105
106
Kinds of Assessment• Diagnostic/Pre-assessment: takes place
prior to instruction; used to identify student’s needs with respect to learning targets
• Formative/On-going assessment: provides direction for improvement and/or adjustment to instruction for a student/group of students/whole class
• Summative/Final assessment: provides information to be used in making a judgment about a student’s achievement at the end of a sequence of instruction
107
Assessment Continuum
Pre-assessmentPre-assessment FormativeFormative SummativeSummative(Finding Out) (Keeping Track &
Checking Up)(Making Sure)
•Pre-test•Graphing for Greatness•Inventory•KWL•Checklist•Observation•Self-Evaluation•Questioning•Concept Map
•Conference•Peer Evaluation•Observation•Questioning•Exit Card•Portfolio check•Quiz•Journal Entry•Self Evaluation•Concept Cartoons•Probes
•Unit test•Performance Task•Product/Exhibit•Demonstration•Portfolio Review
Never gradedRarely graded
Graded
Feedback and Goal Setting
108
• “The ongoing interplay between assessment and instruction, so common in the arts and athletics, is also evident in classrooms using practices such as ungraded quizzes and practice tests, the writing process, formative performance tasks, review of drafts and peer response groups. The teachers in such classrooms recognize that ongoing assessments provide feedback that enhances instruction and guides student revision.”– McTighe, J., “What Happens Between Assessments,”
Educational Leadership, Dec 96 – Jan 97, pg. 11.
Guideline #4
109
• “The thrust of formative assessment is toward improving learning and instruction. Therefore, the information should not be used for assigning “marks” as the assessment often occurs before students have had full opportunities to learn content or develop skills.”– Manitoba Education and Training, Reporting on Student Progress
and Achievement: A Policy Handbook for Teachers, Administrators and Parents, Winnipeg, 1997, pg. 9
Guideline #4
110
Guideline #4
Students should be assessed or checked on everything (or almost everything) they do
BUT
Everything that is assessed and/or checked does not need a score
AND
Every score should not be included in the grade.
111
• Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement. Mr. Black and Mr. Wiliam point out: Indeed, they know of no other way of raising standards for which such a strong prima facie case can be made.– Black, P. and D. Wiliam, “Inside the Black Box,” Kappan,
October, 1998, pg. 139.
Guideline #4
112
“The research indicates that improving student learning through assessment depends on five, deceptively simple, key factors:
• The provision of effective feedback to students.
• The active involvement of students in their own learning.
• Adjusting teaching to take account of the results of assessments.
• A recognition of the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning.
• The need for students to be able to assess themselves and understand how to improve.”
Guideline #4
–Black, P. and D. Wiliam, “Inside the Black Box,” Kappan, October, 1998, pg. 139.
113
Kinds of feedback: Israel (1)• 264 low and high ability year 7 pupils in 12 classes in 4 schools;
analysis of 132 students at top and bottom of each class
• Same teaching, same aims, same teachers, same class work
• Three kinds of feedback: marks, comments, marks+comments
[Butler(1988) Br. J. Educ. Psychol., 58 1-14]
Feedback Gain Attitudemarks none top +ve
bottom -vecomments 30% all +veboth none top +ve
bottom -ve
From a presentation by Dylan Wiliam - “Inside the Black Box”
Guideline 4
114
Guideline 4
“Schools use grades because it’s one of those things somebody once decided on and now everybody goes along with it. I don’t know where it started, but I know where it stops - in the real world. You don’t see supervisors telling their employees, “Great job, I’m going to give you an A.” Or, “You really screwed up here; that’s a C-.”No, in the real world, adults get real feedback and indications of where they need improvement.”
Littky, D., with S. Grabelle, The Big Picture, ASCD, Alexandria, VA, 2004
115
Purposes of Homework• PRACTICE – to reinforce learning and help students
master specific skills.• PREPARATION – introduces material presented in
future lessons. These assignments aim to help students learn new material when it is covered in class.
• EXTENSION – asks students to apply skills they already have in new situations.
• INTEGRATION – requires students to apply many different skills to a large task, such as book reports, projects, persuasive writing.
Guideline #4
Source: NCLB website – Homework Tips for Parents
116
Guideline #4 From a presentation by Dylan Wiliam - Assessment and Learning
“The test of a successful education is not the amount of knowledge that a pupil takes away from school, but his appetite to know and his capacity to learn. If the school sends out children with the desire for knowledge and some idea about how to acquire it, it will have done its work. Too many leave school with the appetite killed and the mind loaded with undigested lumps of information.”Sir Richard Livingstone, President of Corpus Christi College, Oxford, 1941
117
Guideline #4
Source: Sandy Wilson, Rutherford High School,Bay District Schools, FL
33
118
Sample Assessment PlanGuideline #4
Formative Assessment Plan for Unit ITask Method(s) Strategy(ies) Scoring Tool Assessor
Role Play Practices Performance Assessment
Performance Rubric Self/Peer
Quiz(zes) Clickers Selected Response Marking Scheme Teacher
Brochure (draft) Performance Assessment
Product Rubric Peer
Brochure (near final) Performance Assessment
Product Rubric Selt/Peer
Summative Assessment Plan for Unit ITask Method(s) Strategy(ies) Scoring Tool Assessor
Role Play Performance Assessment
Performance Rubric Teacher
Test(s) Paper and Pencil Selected Response and Constructed Response
Marking Scheme Teacher
Brochure Performance Assessment
Product Rubric Teacher
119
Guideline for Grading4. Sample student performance – don’t include all
scores in grades.a. Provide feedback on formative “performance” – use words, rubrics or checklistsb. Include information only from varied summative assessments to determine grades.
Issue ConcernSources of information Tests? Quizzes? Homework?
How much data? Variety – paper/pencil, performance assessment, personal communication
Traditional Standards-basedFrom formative and From summative assessments onlysummative assessments
Guideline #4
120
Assigning a Final Grade• Pretend that you are a biology
teacher and have given two midterms and a final exam covering knowledge of the content. Additionally, you have kept track of performance on laboratory work for the term. The scores you have recorded for one student are on the handout. You have told the students that one half of their final grade comes from tests and the other half from labs. What final grade would you give this student? Why?
Guideline #5
121
Guideline #5
35
122
• The key question is, “What information provides the most accurate depiction of students’ learning at this time?” In nearly all cases, the answer is “the most current information.” If students demonstrate that past assessment information no longer accurately reflects their learning, that information must be dropped and replaced by the new information. Continuing to rely on past assessment data miscommunicates students’ learning.– Guskey, T., (Ed.), Communicating Student Learning: The
1996 ASCD Yearbook, ASCD, Alexandria, VA, 1996, pg. 21
Guideline #5
123
• “In effective schools one of the most consistent practices of successful teachers is the provision of multiple opportunities to learn….The consequence for a student who fails to meet a standard is not a low grade but rather an opportunity, indeed the requirement – to resubmit his or her work.”– Reeves, D., “Standards Are Not Enough: Essential Transformations for
School Success,” NASSP Bulletin, December, 2000, pg. 11
Guideline #5
124
• “…final grades should never be determined by simply averaging the grades from several grading periods (e.g., adding the grades from terms one through three and dividing by three).”– O’Connor, K., How to Grade for Learning: Linking Grades to
Standards, Second Edition, Corwin, 2002, pg. 135
Guideline #5
125
Guideline #5
“. . . students often say, “I have to get a B on the final to pass this course.” But does that make sense? If a final examination is truly comprehensive and students’ scores accurately reflect what they have learned, should a B level of performance translate to a D for the course grade?”
Guskey, Thomas R. (Editor), Communicating Student Learning: The 1996 ASCD Yearbook, ASCD, Alexandria, VA, 1996, 21
126
Guideline #5
AssessmentOfLearning
Time
Bob
Gwen
Roger
Pam
127
Guideline #5
“In such cases we recommend three general guidelines:
1. Give priority to the more (most) recent evidence;
2. Give priority or greater weight to the most comprehensive forms of evidence (e.g., rich performance tasks);
3. Give priority to evidence related to the most important learning goals or expectations.
Adapted from Guskey and Bailey, Developing Grading and Reporting Systems for Student Learning, Corwin, 2001, 141-142
128
Guideline #5
Staff shows tenacity to get students to meet standards.
Montgomery County Public Schools MD - one of several requirements in their ‘effort-based intelligence model.’
129
Guideline #5
“Educators generally recognize learning as a progressive and incremental process. Most also agree that students should have multiple opportunities to demonstrate their learning. But is it fair to consider all these learning trials in determining students’
grades? If at any time in the instructional process students demonstrate that they have learned the concepts well and mastered the intended learning goals, doesn’t that make all previous information on the their learning of those concepts inaccurate and invalid? Why then should such information be “averaged in” when determining students’ grades?”Guskey, T.R., “Computerized Gradebooks and the Myth of Objectivity,”Kappan, 83 (10), June 2002, 777-778
130
Guideline for Grading5. “Grade in pencil” – keep records so they can be updated
easily.a. Use the most consistent level of achievement with special considerations for more recent evidence of achievement.b. Provide several assessment opportunities (method and number).
Issue ConcernChanging Grades Second-or-multiple-chance assessment/recent or
all information
Traditional Standards-basedEverything marked is More recent informationincludedMultiple assessments Reassessment without penaltyrecorded as average,not best
Guideline #5
131Boy, I just shiver every time she goes for the red pencil.
132
• “Averaging falls far short of providing an accurate description of what students have learned. … If the purpose of grading and reporting is to provide an accurate description of what students have learned, then averaging must be considered inadequate and inappropriate.”– Guskey, T., (Ed.), Communicating Student Learning: The 1996 ASCD
Yearbook, ASCD, Alexandria, VA, 1996, pg. 21
Guideline #6
133
• “Educators must abandon the average, or arithmetic mean, as the predominant measurement of student achievement.”– Reeves, D., “Standards Are Not Enough: Essential
Transformations for School Success,” NASSP Bulletin, December, 2000, pg. 10
Guideline #6
134
Letter to the EditorToronto Globe and Mail
October 15, 2003
• Whenever I hear statistics being quoted, I am reminded of the statistician who drowned while wading across a river with an average depth of three feet.
• Gordon McMann
Campbell River, B.C.
Guideline #6
135
Three Questionable Practices
Three practices that deserve attention(because of) their potentially harmfuleffects are:
1. averaging scores to determine a grade;
2. the use of zeros; and
3. taking credit away from students or lowering their grade because of behavioral infractions.
Adapted from Guskey and Bailey, Developing Grading and Reporting Systems for Student Learning, Corwin, 2001, 139
Guideline #6
136
Guideline #6
89898920898989208989752Total
Mean or Average =
Median =
137
Interim Report Card Grade
What grade would you give the student? Why?
The actual grade the student received was 68.1%. What is your reaction to this grade? Was this grade a fair reflection of the student’s overall achievement?
If the zero was not included the grade would be 81.6%. Would this be a fairer reflection of the student’s overall achievement?
Guideline #6
139
The Average
• What are the pros and cons of using the “mean” score to give final grades?
• What are some promising alternatives to the “average” that we should experiment with, given the arguments in the video?
Guideline #6
140"Shouldn't my grade average be adjusted for inflation?"
141
• “Grading by the median provides more opportunities for success by diminishing the impact of a few stumbles and by rewarding hard work.”– Wright, R., “Success for All: The Median is the Key,” Kappan,
May, 1994, pgs. 723-725.
Guideline #6
142
Guideline #6
“Grades based on averaging have meaning only when averaging is done on repeated measures of similar content. Teachers average (marks for) tests on fractions, word problems, geometry and addition with marks for attendance, homework and notebooks - and call it Mathematics. (Similar examples could be given for other subjects.)In Mathematics we teach that you cannot average apples, oranges and bananas but we do it in our grade books!”R. Canady, Workshop presentation, ASCD Annual Conference, Washington, D.C., April 1993
143
• “Data should be used to INFORM not determine decisions.”– Management Consultant, The Hay Group, personal conversation
with Ken O’Connor, January, 2002
Guideline #6
144
• “There are three general sources of assessment evidence gathered in classrooms:
• Observations of learning,• Products students create, and• Conversations – discussing learning with students.• When evidence is collected from three different
sources over time, trends and patterns become apparent…This process is called triangulation.”– Davies, A., Making Classroom Assessment Work, Classroom Connections
International, Merville, B.C., 2000, pg. 35.
Guideline #6
145
Triangulation of Evidence
Guideline #6
What is the studentable to do?
What does the student know?
Observations
Conversations Products
–Adapted from Davies, A., Making Classroom Assessment Work, Classroom Connections International, Merville, B.C., 2000, pg. 35-38 and 41.
146
The Effect of Zeros
Guideline #6
101 Point Scale
90-100 11 95 9589-89 10 85 8570-79 10 75 7560-69 10 65 65 <60 60 0 50
64 (D) 74 (C)
147"Well, I suppose you're right, Arnold, zero is a perfect score."
148
What grade should this student get?Guideline #6
101 Point Scale 5 Point Scale95 4
0 0 0 0 0 0
85 3 0 0 0 0
80 3 0 0 0 0
260 10Mean 26 1.0Letter grade F D
150
The Effect of Zeros
• What do we think are the pros and cons of putting a zero in the grade book for missing work?
• What might be an alternative, given the argument presented in the video?
Guideline #6
151How to Grade for Learning: Linking Grades to Standards, Skylight ProfessionalDevelopment, Glenview, IL, 2003, 152.
Completion Contract
Student Name:
Course:
Missed Work - The following work has not been handed in:
Original Due Date:
Reason – Please indicate why the work is late.
Next Steps – What will you now do to get this work completed?
New Date for Submission:
Once this new date is negotiated, the student agrees to submit this work on that date or receive amark of I for Incomplete. The student and parent acknowledge that I’s may lead to the teacherdetermining that there is insufficient evidence for a grade and that this is the equivalent of a failinggrade.
Student Signature: Parent Signature: Teacher Signature:
Figure 6.7 Adopted by Ken O’Connor from original work by Jennifer Perkin, Catholic School Board of Eastern Ontario
Guideline #6
37
152
• “The use of an I or “Incomplete” grade is an alternative to assigning zeros that is both educationally sound and potentially quite effective.”– Guskey, T. and J. Bailey, Developing Grading and Reporting
Systems for Student Learning, Corwin Press, 2001, pg. 144
Guideline #6
153
Credit
• What is the best policy for grading homework to ensure that students know it counts, but without corrupting the achievement grade?
• When should results be counted in figuring the grade and when should they not be counted (i.e., serve as feedback only, not part of the final grade)?
Guideline #6
154
Assessment Plan• An ASSESSMENT PLAN should start with the desired results
(learning goals, standards) then the • Summative assessments that are going to be used to determine
whether the students ‘knows and can do’, next should be the• Diagnostic assessment(s) that are going to help to determine the
what and the how for teaching and learning, then should come the
• Formative assessments that are going to help students achieve the learning goals and that are going to cause the teacher to adjust teaching and learning activities.– Homework, quizzes ----------- tests– Practices ------------------------ performances– First draft, second draft ------ product(s)
Guideline #6
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Assessment Plan
• A vital part of the ASSESSMENT PLAN is • How much evidence and• Which assessments• Are critical to being able to determine
student achievement/grades, e.g., there will be 9 summative assessment opportunities, of which at least six, (including the third, fifth, and ninth) must be done.
Guideline #6
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Guideline #6
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Guideline for Grading6. “Crunch” numbers carefully – if at all.
a. Avoid using the mean; consider using median or mode.b. Think ‘body of evidence’ and professional judgment – determine just don’t calculate grades.
Issue ConcernNumber Crunching Method of calculation/Role of professional
judgment/effect of zeros/missed work/# points on scale
Traditional Standards-basedMany formula and Limited and careful “number crunching”calculationsAlways use means Use of median/mode(average)
Guideline #6
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Guideline #7
Five Quality Standards for Assessment
•appropriate and clear target
•clear purpose
•method(s) matched to target (and purpose)
•appropriate sample of the learning domain
•control for all sources of interference
Based on the ideas of Rick Stiggins, ATI, Portland, OR
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Guideline #7
Common Sources of Bias and Distortion
Problems that can occur with the student Lack of reading skillEmotional upsetPoor healthLack of testwisenessEvaluation anxiety
Problems that can occur with the setting Physical conditions – light, heat, noise, etc.
Problems that can occur with the assessment itselfDirections lacking or unclearPoorly worded questions/promptsInsufficient time
Based on the ideas of Rick Stiggins
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Guideline #7
PROBLEMS WITH SPECIFIC STRATEGIES
Problems that can occur with multiple choice tests More than one correct responseIncorrect scoring keyIncorrect bubbling on answer sheet
Problems that can occur with essay questions Student lacks writing skillScoring criteria lacking or inappropriateInaccurate scoring
Problems that can occur with performance assessment Scoring criteria lacking or inappropriateInaccurate scoring
Based on the ideas of Rick Stiggins
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Guideline #7
What does FAIR mean ?“All students are given an equal opportunity to demonstrate what they know and can do as part of the assessment process.
Adaptations to assessment materials and procedures are available for students including but not restricted tostudents with learning disabilities, to allow them to demonstrate their knowledge and skills, provided that the adaptations do not jeopardize the integrity or content of the assessment.”
Adapted from Manitoba Education and Training at http://www.edu.gov.mb.ca/metks4/curricul/assess/aepolprod/purpos~2.html
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Guideline #7
“Nothing of consequence would be lost by getting rid of timed tests by the College Board or, indeed, by (schools) in general. Few tasks in life — and very few tasks in scholarship — actually depend on being able to read passages or solve math problems rapidly. As a teacher, I want my students to read, write and think well; I don't care how much time they spend on their assignments. For those few jobs where speed is important, timed tests may be useful.”Howard Gardner, “Testing for Aptitude, Not for Speed,” New York Times, July 18, 2002
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Guideline for Grading7. Use quality assessment(s) and properly record evidence
of achievement.a. Meet standards for quality assessment – e.g., clear targets, clear purpose, appropriate target-method match, appropriate sampling, and avoidance of bias and distortion.b. Record and maintain evidence of achievement and behaviors – portfolios, tracking sheets, etc.
Issue ConcernQuality e.g., fairness-time on tests
management/tracking system(s)
Traditional Standards-basedHuge variation in Derived from quality assessmentsassessment qualityOften stored only in Data carefully recordedteacher’s head
Guideline #7
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Wow! Multiple choice improved my guessing skills.
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Guideline #8 Motivating Students Towards Excellence
Rick Stiggins believes student-involved assessment is the route to follow. It includes:-* student involvement in the construction of assessments and in the development of criteria for success;* students keeping records of their own achievement and growth through such strategies as portfolios; and* students communicating their achievement through such vehicles as student-involved parent conferences
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Guideline 8
“. . . the best thing you can do is make sure your grades convey meaningful, accurate information about student achievement. If grades give sound information to students, then their perceptions (and) conclusions about themselves as learners,and decisions about future activity will be the best they can be.”
Brookhart, S., Grading, Pearson Merrill Prentice Hall, Columbus, OH, 2004, 34
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Guideline for Grading8. Discuss and involve students in assessment,
including grading, throughout the teaching/learning processa. Ensure that (age appropriately) students understand how their grades will be determined.b. Involve students in the assessment process, in record keeping and in communicating about their achievement progress.
Issue ConcernStudent Understanding Clear criteria
How much student involvement
Traditional Standards-basedTeacher decides and All aspects discussed with and understood byannounces students
Guideline #8
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Approaches to Determining Grades
Basis for Grades Weighting Base Grade Determination
Approach 1. NumericalGrading Scale e.g., A = 80 – 100%
Assessment methodse.g., tests – 50%, projects – 50%
Mean / Average
Approach 2. Description of grades i.e., inwords
Learning goals organized in categoriese.g., strands standards, benchmarks
Mean / Average
Approach 3. Description of grades Learning goals organized in categories Median / Mode
Approach 4. Description of grades Learning goals organized in categories Multiple measures converted to %, thenmean, median or mode
Approach 5. Description of grades Learning goals organized in categoriesMultiple measures
No conversion/calculation Most consistent with consideration for
more recent Professional judgement supported by body
of evidence
Approach 1. T raditionalApproach 2-5. Mov ing from traditional to holistic – based on learning goals (whatever they are called – “standards,” “outcomes,” “expectations,” etc.) in categories.
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Stiggins, et al,Classroom Assessmentfor StudentLearning, ATI,Portland, OR,2004, 328
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Stiggins, et al,Classroom Assessmentfor StudentLearning, ATI,Portland, OR,2004, 329 49
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Stiggins, et al,Classroom Assessmentfor StudentLearning, ATI,Portland, OR,2004, 330 50
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Median/Mode
Mixed quality Assessment
Standards
Achievementseparate fromwork habits/ skills
Summative only
More recentemphasized
More than oneopportunity
Professionaljudgment based onevidence related toPublished performancestandards
High quality assessment
Studentunderstandingand involvement
Assessment Methods
Achievement/non-achievementfactors mixed
Everything ‘counts’
All data cumulative/similar significance
One opportunity only
Calculation onlyMean
Teachers’idiosyncraticstandardsPoor qualityassessment
Teacher centeredwith unclear targets
Continuums for Grading
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Grading “Top Ten” Reference List(in alphabetical order)
Canady, R. and P. R. Hotchkiss, “It’s a Good Score: Just a Bad Grade,” Kappan, September 1989, 68-71.
Guskey, T. R. and J. Bailey, Developing Grading and Reporting Systems for Student Learning, Corwin, 2001
Kagan, S., “Group Grades Miss the Mark,” Educational Leadership, May 1995, 68-71.
Kohn, A., “Grading: The Issue is not How but Why,” Educational Leadership, October 1994, 38-41.
Marzano, R.J., Transforming Classroom Grading, ASCD, 2000
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Grading “Top Ten” Reference List (cont.)O’Connor, K., “Guidelines for Grading that Support Learning and Student Success,” NASSP Bulletin, May 1995, 91-101.
Stiggins, R., Student-Involved Classroom Assessment, 3rdEdition, Merrill, New York, 2001, 409-450
Wiggins, G., “Honesty and Fairness: Toward Better Grading and Reporting” in Guskey, T. R. (Editor), Communicating Student Learning: The ASCD Yearbook, 1996, Alexandria, VA, 1996, 141-177.
Willis, S., “Are Letter Grades Obsolete?” ASCD Update, September 1993, 1-4.
Wright, R. G., “Success for All: The Median is the Key,” Kappan, May 1994, 723-725.
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The three C’s of motivation:
COLLABORATION (Learning Together)
CONTENT (Things Worth Knowing)
CHOICE (Autonomy in the Classroom)
Kohn, Alfie, Punished by Rewards; The Trouble with Gold Stars, Incentive Plans, As, Praise and Other Bribes, Houghton Mifflin, New York, 1993, 212-221
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“. . . the primary purpose of classroom assessment is to inform teaching and improve learning, not to sort and select students or to justify a grade.”
McTighe, Jay and Ferrara, Steven, “Performance-Based Assessment in the Classroom”, Pennsylvania ASCD
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Grades
should come from
body + performance + guidelines of standards evidence
i.e., professional judgment NOT
just number crunching
a
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To evaluate or judge is to reach
“a sensible conclusion that is
consistent with both evidence and common sense”
Robert Linn, CRESST
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To be truly standards-based in gradingone MUST
separate achievement from behaviors
not include formative assessment, and
emphasize more recent achievement.
Remember: there are NO right grades, there are only justifiable grades!
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What is Insanity?
Doing the same thing over and
over and expecting things to improve.
Attributed to Albert Einstein (1879-1955)
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Grading/R eporting Refl ectionsReflect on what you have learned and apply it to the grading and reportingpractices in your school and/or district.
Practices reinforced:
Possible revisions in grading/reporting practices:
Actions:
Any other comments: 53
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