erlc webinar series fall 2009

ERLC Webinar SeriesFall 2009

A Repair Kit for Grading -15 Fixes for Broken Grades

Webinar Session 3With Ken O’Connor

Welcome

and thank you for participating

in

ERLC Webinar SeriesFall 2009

A Repair Kit for Grading -15 Fixes for Broken Grades

#3

Fixes 7, 8 and 9

Presented by

Ken O’Connor

Assess for Success Consulting

[email protected]

www.oconnorgrading.com

The Essential QuestionHow confident are you that the grades students get in your school are:consistent

accuratemeaningful, andsupportive of learning?

If grades do not meet these four conditions of quality they are“broken,” i.e., ineffective.

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Grading Issues

• Achievement (only)• Evidence (quality)• Calculation• Learning (support)

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Grades are broken when they -

• include ingredients that distort achievement

• arise from low quality or poorly organized evidence

• are derived from inappropriate number crunching,

and when they

• do not support the learning process.

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For each Fix •What do you think? - PMI

• Where are you/school/district now?

• Where do you want to go - you/school /district?

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HANGOVERS

FIXES 1 AND 2

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Fixes for ingredients that distort achievement1. Don’t include student behaviors (effort, participation, adherence

to class rules, etc) in grades; include only achievement.2. Don’t reduce marks on ‘work’ submitted late; provide support for

the learner.3. Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of

achievement.4. Don’t punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of

achievement.5. Don’t consider attendance in grade determination; report

absences separately. 6. Don’t include group scores in grades; use only individual

achievement evidence.

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Fixes for low quality or poorly organized evidence7. Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/ learning goals.8. Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations.9. Don’t assign grades based on student’s achievement compared to other students; compare each student’s performance to preset standards.10. Don’t rely on evidence gathered from assessments that fail to meet standards of quality; rely only on quality assessments.

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Fix #7

Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals.

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Fix #7Traditional Guideline For 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%

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Fix #7

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Fix #7

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Fix #7

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Fix #7

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Fix #7

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Stiggins, et al,Classroom Assessmentfor StudentLearning, ETS,Portland, OR,2004, 289

Fix #7

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Stiggins, et al,Classroom Assessmentfor StudentLearning, ETS,Portland, OR,2004, 289

Fix #7

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Fix #7

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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, 150

Fix #7

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Fix #7

“Systems that are aligned - curriculum, teaching, and assessment - have a greater chance of success for students.”

Glenda Lappan, NCTM News Bulletin, October, 1998

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Fix #7

“The principal 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, 213

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French ????

Reading AWriting ASpeaking FCulture A

Fix #7

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Guideline #1

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QuickTime™ and aTIFF (LZW) decompressorare needed to see this picture.Guideline #1

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Guideline #1

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Fix #7

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Fix #7

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Shorewood, WI. Standards-Based Expanded Format Report Card

O’Connor, K., How to Grade for Learning, Third Edition, Corwin, 2009, 222-223

223

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Fix #7

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2. Focus on Outcomes (Standards)2.1 All grading procedures will be linked to curricular goals/standards and/or outcomes as determined by Manitoba Education, C & Y.2.3 When tracking student results, teacher’s grade books will indicate student achievement by goal or outcome as opposed to by the method of assessment.

Source: Sunrise (MB) School Division, Grading Guidelines 6-12

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1.1 Teachers grade and report student progress and achievement based on Florida standards/benchmarks therefore the Sunshine State Standards are the grading variables.

1.3 Teachers measure student attainment of standards and assign grades based on predetermined, consistent grading procedures in the same courses and across grade levels.

Source: Bay District Schools, FL Classroom Assessment Guidelines (CAG)

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For Fix #7 • What do you think? + hand clap- thumbs down

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For Fix #7• Where are you/school/district now?

Implementation

A completeB almost completeC partialD limitedE none

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For Fix #7• Where do you want to go - you/school/ district?

Implementation


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Fix #8

Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations.

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Fix #8

What do “grades" mean?

Take a few minutes and write several descriptors (point form or sentences) that clearly describe what an A (or 4 or whatever symbol is top of your grading scale) means in your grading scheme. (The word or symbol for per cent MUST NOT appear in your description.)

Adapted from the work of Scott Marion and Annette Bowling, Wyoming Department of Education NCA/WDE School Improvement Workshop, March 6, 2001

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Fix #8

“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, 16-17

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Performance Standards

How good is good enough?

Traditional School approaches A 90-100% - Outstanding Excellent B 80-89% - Above Average Good C 70-79% - Average Satisfactory D 60-69% - Below Average Poor F <60% - Failing Unacceptable

Standards-based approaches (Should be described by levels and linked to a symbol) Advanced Above standard Proficient Meets standard Developing Below but approaching standard Beginning Well below standard

71 72Fix #8 O’Connor, K., How to Grade for Learning, Second Edition, Corwin, 2002, 71

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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, Corwin, 2002. 75

Fix #8 75

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Criteria for Determining (Spanish) Grades

Characteristics of work to earn that grade . . .

A

B

C

D

F

Test scores indicate a high level of understanding of concepts and skills. Oral performance/evaluations demonstrate high level of fluency, accuracy and good pronunciation. Assignments are on time, complete, well organized, and of high quality, and show attention to detail Almost all the learning goals are fully or consistently met and extended

Test scores indicate a good grasp of concepts and skills Oral performance/evaluations demonstrate good level of fluency, accuracy and good pronunciation. Assignments are generally on time, complete, thorough, and organized with some attention to detail Most of the learning goals are fully or consistently met

Test scores indicate satisfactory acquisition of skills and concepts Oral performance/evaluations demonstrate a satisfactory level of fluency, accuracy and pronunciation. Assignments are generally complete but quality, thoroughness, timeliness and organization vary More than half of the learning goals are fully or consistently met

Test scores indicate weak acquisition of skills and concepts. Oral performance/evaluations demonstrate a weak level of fluency, accuracy and pronunciation Assignments vary widely in quality, thoroughness, and organization; are frequently late; and show little attention to detail. Only a few of the learning goals are fully or consistently met

Test scores indicate very weak grasp of concepts and skills Oral performance/evaluations demonstrate a very weak level of fluency, accuracy and pronunciation Assignments show poor quality, are frequently incomplete and late, and do not show attention to detail. None or almost none of the learning goals are fully or consistently met

Adapted by Susan Christopher from How to Grade for Learning, Second Edition O’Connor, K. How to Grade for Learning: Linking Grades to Standards, Third Edition, Corwin, 2009. 76

Guideline #2

76

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O’Connor, K., How to Grade for Learning, Third Edition, Corwin, 2009, 75

75Guideline #2

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Pennsylvania Performance Standards Advanced Students achieving at the advanced level demonstrate superior academic performance. Advanced work indicates an in-depth understanding or exemplary display of the skills included in the Pennsylvania Academic Content 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

Proficient Students achieving at the proficient level demonstrate satisfactory academic performance. Proficient work indicates a solid understanding or display of the skills included in the Pennsylvania Academic Content Standards. 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

Basic Students achieving at the basic level demonstrate marginal academic performance. Basic work indicates a partial 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 Basic Students achieving at the below basic level demonstrate unacceptable academic performance. Below basic work indicates a need for additional instructional opportunities to achieve even a basic understanding or display 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, Third Edition, Corwin, 2009, 84

84

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For classroom assessment

Performance Standards=

performance descriptors(school, district, state or provincial

e.g., A B C D; 4 3 2 1; E M N U)

scoring tools (rubrics, etc)+

work samples (exemplars)+

commentaries on the work samplesAdapted from New Standards Sampler, National Center on Education and the Economy, www.ncee.org

Fix #8

OVERALL

TASK/GRADE LEVEL/SUBJECTSPECIFIC

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Fix #8

“My request is that teachers who share a course discuss the consistency of the grades they issue with the intent of eliminating inconsistencies that would be attributable to significant differences in teachers’ expectations.” Craig Olson, Principal

“The numbers told a clear story: . . . The head of the Social Studies department had doled out A’s to 43% of his students, while Joe Goracke was at a miserly 19%. In English, Sara Strege with ninety students in three classes handed out 46 A’s, while one of her colleague’s had awarded two A-’s in a class of thirty.”

Burkett, E., Another Planet: A Year in the Life of a Suburban High School, Perennial, New York, 2002, 194-195

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Fix #8

“We found parents generally interpreted the labelsaccording to their personal experiences with grading . . .. . . certain labels were singled out by parents as confusing or meaningless. Parents were especially baffled by the labels “Pre-Emergent” and “Emerging.” . . . Another label parents found puzzling was “Exceeds Standard.”RECOMMENDATIONS1. Avoid comparative language, e.g “average”;2. Provide examples based on student work;3. Distinguish between “Levels of Understanding” (quality) and “Frequency of Display.” (quantity)4. Be consistent (across grade levels).Guskey, T.R., “The Communication Challenge of Standards-Based Reporting,”Kappan, December 2004, 327-328

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Wow!

Got it!

Nearly there!

Oh no! Oops!

Fix #8

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Fix #8

F – displays Freakish skills and asks questions most teachers can’t answer

NI – No Intellectual; threat to most instructors at this time

IW - achievement Insures Work for teachers for years to come

?!# - Not quite sure what, if anything, is going on in that head of his/hers

Developed by anonymous teacher after spending a year onDistrict Report Card committee

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Fix #8 Achievement

“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: Dictionaries and the wisdom of Grant Wiggins

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Fix #8

Growth

“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: Dictionaries and the wisdom of Grant Wiggins3-53

Fix #8Progress“movement, as toward a goal; advance.”

Relative achievement measured against a goal, standard, 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 judgment

Note - It is possible to make significant personal growth while making limited progress at a (relatively) low level of achievement.Sources: Dictionaries and the wisdom of Grant Wiggins 3-54

Practices related to the determination of individual achievement levels include:• Relating them to criterion-referenced standards• Determining them using level descriptors specific to the subject. . . .(Ontario) Ministry of Education achievementcharts and MYP criteria are aligned to form level descriptors for Grades 7-8, Grades 9-10and Grades 11-12 which are used for grading purposes. Source: Branksome Hall Assessment Policy 3-55

Performance Standards Questions

- number of levels?

- labels? - words or symbols, or both?

- clarity, richness of descriptors? - problem words? - progression between levels? - consistency within a level?

- achievement, growth or progress?

- links to letter grades, grading scale?

- when - at time of report or year end?

Fix #8

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Implementation


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Implementation


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Fix #9

Don’t assign grades based on student’s achievement compared to other students; compare each student’s performance to preset standards.

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What do you think would happen if you did an outstanding job, all the students in your class did an outstanding job, and all the students received a grade of 90% or higher?

Fix #9

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“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, Thomas R. (Editor), Communicating Student Learning:The 1996 ASCD Yearbook), ASCD, Alexandria, VA, 1996, 18-19

Fix #9

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Implementation


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Implementation


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Fixes for low quality or poorly organized evidence7. Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/ learning goals.8. Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations.9. Don’t assign grades based on student’s achievement compared to other students; compare each student’s performance to preset standards.10. Don’t rely on evidence gathered from assessments that fail to meet standards of quality; rely only on quality assessments.

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Thanks for participating.

See you next time on Tuesday November 17th

forFixes 10 and 13

erlc webinar series fall 2009

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