hybrid approach to standards-based grading, schoology next 2016
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AHybridApproachtoStandards-BasedGrading:UsingSchoology
Rubricsina100-PointEnvironmentTedSadtler,TheWestminsterSchools
Atlanta,GA
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TheElevatorPitch
•Morebestpractices workshopthantechworkshop
•The100-ptscalevs.Standards-BasedGrading
•Rubricscreatebenchmarkinglevelsthatreflectexpectedstudentoutcomes
•Rubricsaremorecomplexthanwethink;givethemthetimetheydeserve;designfirst,buildsecond
•100-ptconversionthatworksforme:100/88/73/60
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ThePlan
We’regoingto:• Thoughtexercise:The100-ptScalevs.SBG• Buildasimple,genericrubric;exploreSchoology bells&whistles• Elementsofgoodrubricdesign• Conversionpossibilities:4-ptrubricto100-ptgrade• LanguageoftheGrowthMindset
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ShortTermObjectives
• Gaintechnicalunderstanding ofhowtocreaterubricsinSchoology;howtointegraterubricsintoSchoology “Assignments”
• Developatheoreticalandpracticalunderstanding ofhowtoeffectivelydesign,build,anduserubrics
• Determinea100-ptconversionmethod thatfityourassessmentphilosophy
• Uselanguagethatimprovescommunication andcultivatesa“growthmindset”
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LongTermObjective
Writethebestrubrics you’veeverwritten
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MyAssumptions
• Yourschoolusesthe100-ptscale• Youfinditlackinginsomeregard• Youvaluemeaningfulfeedback• Yourproficiencywithrubricsvaries
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SuccessLooksLike…
•LOTSofstrongrubrics
•OneFANTASTICrubric
•Confidentapproachtobuildingfuturerubrics
•Desiretobringrubricdesignquestionsbacktoourcommunity
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AProblem,ASolution
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Ibelieve thatthisnationshouldcommititselftoachievingthegoal,beforethisdecadeisout,ofmakinga95inspacetravel.
SomeonelessinspiringthanJFK
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Ibelieve thatthisnationshouldcommititselftoachievingthegoal,beforethisdecadeisout,ofsendingamantothemoonandreturninghimsafelyhome.
JFK
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100 060
The100-PointScale
Numbers are inherently abstract. In great quantity, abstraction becomes absurdity.
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Usesforthe100-PointScale
IndividualAssignmentGrades
•Evaluatingstudentworkcallsforconcretefeedback
•Individualstudentworkshouldnotneedtobe“distilled”inordertobeunderstood
End-of-TermGrades
•Distillingtheresultofmultipleassignmentscallsforabstraction
•Distillationisnecessarytogeta“thumbnail”picture
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Whatdomystudentsknow?
Whataremystudentsabletodo?
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Whowillsaveusfromtheevil100-ptscale?
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AnatomyofaRubric
CriteriaWhatshouldthestudentsbeabletodo?
ExceedsExpectations
MeetsExpectations
ApproachesExpectations
DoesNotMeetExpectations
Scale/ScaleLabelsHowdoesstudentperformancestackup
toexpectations
PerformanceIndicatorsWhatdoelementsofperformancelooklike?
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AnatomyofaRubricExceedsExpectations
MeetsExpectations
ApproachesExpectations
DoesNotMeetExpectations
The4-pointScale
4 3 2 1
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GettoWork
CreatingRubricsinSchoology
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Schoology Demo
•NavigatetoResources >Personal•SelectAddResources >AddRubric•CreateTitle,Criteria,Scale&ScaleLabels,PerformanceIndicators
•SavetoResources
•Schoology Bells&Whistles•Portability,Packaged&CustomCriteria,Embedding
Ido,Wedo,Youdo
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DesigningEffectiveRubrics
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RickWormelli’s (HeavilyAbridged)GuidingQuestionsforRubrics•Doestherubricaccountforeverythingwewanttoassess?
•Istherubrictieredforthisstudentgroup’sreadinesslevel?
•Istherubricclearlywrittensoanyonedoinga“cold”readingofitwillunderstandwhatisexpectedofthestudent?
•Canastudentunderstandthecontentyetscorepoorlyontherubric?
•Canastudentunderstandverylittlecontentyetscorewellontherubric?
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RickWormelli’s GuidingQuestionsforRubrics
Doestherubricaccountforeverythingyou
wanttoassess?
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RickWormelli’s GuidingQuestionsforRubrics
Istherubrictieredforthestudents’
levelofreadiness?
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RickWormelli’s GuidingQuestionsforRubrics
Istherubricclearlywritten?
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RickWormelli’s GuidingQuestionsforRubrics
Canastudentunderstandthecontentyetscorepoorlyontherubric?Canthereversehappen?
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RunYourRubricThroughaRubric
fromStiggins’etal,ClassroomAssessmentforStudentLearning
Beforefieldingarubric,youmustexaminetherubricfor:
Content
Clarity
Practicality
Technicalquality/Fairness
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DesigningRubrics:BeforeYouStart
1. Identifyessentialcontent&skills
2. Identifywhatqualifiesasacceptableevidence
3. Identifyhighestpossibleperformance
4. Identifycommonstudentmistakes,tendencies,misunderstandings
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DesigningRubrics:EssentialContent&Skills
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DesigningRubrics:AcceptableEvidence
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DesigningRubrics:HighestPossiblePerformance
BetterBest OMG!
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DesigningRubrics:Mistakes,Tendencies,Misunderstandings
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DesigningRubrics:IdentifyScaleLabels
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Design:TheQuestionofScale
2 1Youdidgood. Youdidbad.
3 2 1Great Good Bad
4 3 2 1Great Good Almost Notyet
5 4 3 2 1Great Good Good
-ishFair Not
yet
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Design:GiveDescriptions,NotDirections
CommonAssignmentDirections
•IncludeX#ofitems
•Includethefollowingterms
•Includegraphics
•Makeitneat
Rubricsarenotassignmentdirectionssetintochartformat.
SusanBrookhart,HowtoCreateandUseRubrics
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Design:GiveDescription,NotJudgment
4 3 2 1
Source Citation I cite my sources completely and correctly when quoting AND when paraphrasing ideas of others
I cite my sources when quotingAND when paraphrasing ideas of others
I cite all quotes, but I neglect to cite all paraphrased ideas of others
I neglect to citesources on multiple occasions, quoted and/or paraphrased
Interpretation of Source
My interpretation of the source reflects precisely the intent of the source
My interpretation of the sourcereflects closely the intent of the source
My interpretation of the source strays in significant ways from the source
My interpretation of the source is largely unrelated to the intent of the source
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Design:GiveDescription,NotJudgment
4 3 2 1
Source Citation Excellent Good Fair Poor
Interpretation of Source
Excellent Good Fair Poor
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GettoWork
DesignYourOwnRubric
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ToKeepinMindAsYouBuild
•Content,Clarity,Practicality,Quality&Fairness
•Considerusingthe4-pointscale
•Startwiththeperformanceindicatorfora“3”
•Usetransitiveverbs
•Givedescription,notdirection,notjudgment
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100-ptConversion:Rationale&Considerations
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My100-ptConversion
4=1003=882=731=60
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My100-ptConversion
Rubricw3Criteria
100/3=33
33x1.0=33
33x.88=29
33x.73=24
33x.60=20
Rubricw4Criteria
100/4=25
25x1.0=25
25x.88=22
25x.73=18.25
25x.60=15
Rubricw5Criteria
100/5=20
20x1.0=20
20x.88=17.5
20x.73=14.5
20x.60=12
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TheReasonsComeFromResults
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TheReasonsComeFromResults
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100-ptConversion:OtherPossibilities
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100-ptConversion:ResourcesForYou
Includedinthissession’sfolderare:
•Excelworkbookwithpre-loadedcalculations;Directionsforuse
•LinktoJillGough’spostonrubricconversion
•Samplerubricsfromvariousdepartments
•Ancillaryreadings
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CultivatingGrowthMindsetthroughEffectiveRubricUse
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FixedMindsetvs.GrowthMindset
•Intelligenceisfixed
•Urgencytoproveoneself
•Effortsuggestsweakness
•Challengeisthreatening
•Failureisdetrimental
•Intelligencecanbecultivated
•Urgencytoexperience
•Effortholdspromise
•Challengeiswelcomed
•Failureisinformative
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AvoidFixedMindset“Triggers”
•Praisingintelligence
•Praising“effortlessness”
•Praisingastudent’s“naturalability”
•Praisingspeedorperfection
Speedandperfectionaretheenemyofdifficultlearning.
CarolDweck,“Mindset:TheNewPsychologyofSuccess”
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MindsetLanguageinRubrics
•Focusoneffort,persistence,risk-taking,creativity,attentiontodetail,originality,independence
•Suggestfutureattempts
•Applaudastudent’sreactiontoadversity
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GettingOthersOnBoard
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SimpleTechniquestoEnlistOtherTeachers
•BuildaLOTofrubrics
•Talkaboutyourresults
•Calibraterubricsasagroup(withinoracrossdisciplines)
•Invitecolleaguestocollaborateonarubric
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TedSadtlerDirectorofTeaching&Learning
SpanishTeacherTheWestminsterSchools,AtlantaGA
[email protected] senor206 TedSadtler