learning and teaching frameworkcaflnforum.ca/.../2016/05/cafln-grading-and-afl-ken-oconnor.pdf ·...
TRANSCRIPT
© Ken O’Connor, 2016
What we know
The knowledge of
those involved.
What practioners
know
What is known
The knowledge
from theory,
research and best
practice
New knowledge
The new
knowledge that
we can create
together through
collaborative work
Learning and Teaching Framework
Backwards Design
Determine Key Assessments
Engage Students
Universal Design for Learning
(UDL)
Use DI Approaches/Strategies
Engage Students
Opportunities for
Practice without
Grading
Productive Pedagogy
Formative Assessment
Provide Quality Descriptive
Feedback
Involve Student Self-Assessment
Triangulate Data - Observations,
Conversations, Products
Use Student Evidence
Reflect, Record, Analyze, Plan
Self-Reflective Practice - what
worked? what didn't?
Understand Essential Learning
(Enduring Understandings & Performance Skills)
Set Criteria
Determine Quality
Student Work
Summative
Assessment
Record Keeping - Outcome
Based Gradebook
Determine Grades -
Professional Judgement
Report Card Comments -
Strengths/Challenges/Next Steps
Communicating Learning
Provincial Report Card
Principals and
Vice-Principals
Instructional Leadership
Resource Guidance Teacher Leaders
Middle Leaders Teachers
Professional
Learning
STAGE 1
STAGE 2
STAGE 3
STAGE 4 STAGE 5
STAGE 6
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© Ken O’Connor, 2016
Fixes for Broken Grades Fixes for Practices That Distort Achievement 1. 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 learner. 3. Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in 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. Fixes for Low Quality or Poorly Organized Evidence 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. 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 using assessments that fail to meet standards of quality; rely only on quality assessments. Fixes for Inappropriate Grade Calculation 11. Don’t rely on the mean; consider other measures of central tendency and use professional judgment. 12. Don’t include zeros in grade determination when evidence is missing or as punishment; use alternatives, such as reassessing to determine real achievement or use “I” for Incomplete or Insufficient Evidence. Fixes to Support Learning 13. Don’t use information from formative assessments and practice to determine grades; use only summative evidence. 14. Don’t summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement. 15. Don’t leave students out of the grading process. Involve students; they can—and should—play key roles in assessment and grading that promote achievement.
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© Ken O’Connor, 2016
MB Senior 1 ELA Standards of Performance!
Student:
ACHIEVEMENT EVIDENCE
Standards of Performance
Assessments
Summ
ary
10/1 Test
10/15 PA
11/7 PA
11/18 PA
12/8 PA
12/17 Test
Strengths, Areas for Improvement/ Observations
Preparing to Learn
3 (17/20) 3 3 3 3
(17/20) 3
Making Meaning 1 NA
Responding to Texts
2 (15/20) 4 2 2 2
(15/20) 2
Managing and Organizing Ideas and Information
4 (19/20) 4 4 1 4
(19/20) 4
Composing, Revising and Presenting
1 2 3 4 4 (20/20) 4
Working as Community 3 NA
Comments: Subject Grade 3? One Standard of Performance – Monitoring Language Learning – has not been included here. 20
© Ken O’Connor, 2016
Stiggins, et al, Classroom Assessment for Student Learning, ETS, Portland, OR, 2004, 289
Fix #7
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© Ken O’Connor, 2016
HS Mockup-2 � EMA � 2/14/2013
Student Name ID Grade Counselor Term Period End Date School Year April May 111111 10 Staci Fischer 4 June 7, 2013 2012-2013
Period / Term(s) Course Teacher Term 1 1234 English 4 Davis 1 2 3 4
Overall Grades B B B B
Achievement Standards
Reading Informational Text MAS MAS MAS MAS Reading Literary Text MTS MTS MTS MTS Writing MTS MTS MTS ADV Language MAS MAS MAS MAS Speaking and Listening MTS MTS MTS MTS
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
2 1234 Anatomy / Phys Warren 1 2 3 4 Overall Grades C C B C
Achievement Standards
Organization of Living Systems BEG BEG ADV ADV Matter and Energy ADV BEG ADV BEG Interdependence BEG BEG BEG ADV Scientific Writing ADV MTS MTS MTS Reading Scientific Texts MTS MTS MTS MTS Scientific Writing APP APP ADV APP
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
3 1234 ���� ����� Weller 1 2 3 4 Overall Grades A B A B
Achievement Standards
Vocal Performance MAS MAS MAS MAS Music Reading MTS MTS MTS MTS Musical Concept Analysis ADV ADV ADV ADV
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
4 1234 Spanish 2 Wallace 1 2 3 4 Overall Grades A B A B
Achievement Standards
Communication MAS MAS MAS MAS Knowledge of Culture & Viewpoints MTS MTS MTS MTS Language (Vocab, Conjugation, etc.) MTS MTS MTS ADV
CRL Standards
Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M
Period / Term(s) Course Teacher Term
5 1 Basic Compt 2 Mr. Richmond 1 2 3 4 Overall Grades A A
Achievement Standards
Typing MAS MAS Application Management MTS MTS Basic Skills MTS MTS
CRL Standards
Independence & Initiative M M Work Completion & Work Habits NI M Cooperation & Participation M M Absences 4/M 2/M
5 24 Algebra Intermed Reed 1 2 3 4 Overall Grades A A
Achievement Standards
Number and Quantity MTS MTS Interpreting and Building Functions MAS MAS The Real Number System MTS MTS Linear, Quadratic, & Exponential Models MTS MTS Statistics and Probability ADV ADV
CRL Standards
Independence & Initiative M M Work Completion & Work Habits M M Cooperation & Participation M M Absences 2/M 1M
5 4 Auto Service 1 Veverka 1 2 3 4 Overall Grades B
Achievement Standards
Mechanics MAS Functional Skills MTS
CRL Standards
Independence & Initiative M Work Completion & Work Habits NI Cooperation & Participation M Absences 12/NI
6 13 Algebra Intermed Reed 1 2 3 4 Overall Grades C C
Achievement Standards
Number and Quantity MTS MTS Interpreting and Building Functions MAS MAS The Real Number System MTS MTS Linear, Quadratic, & Exponential Models MTS MTS Statistics and Probability ADV ADV
CRL Standards
Independence & Initiative M M Work Completion & Work Habits M M Cooperation & Participation M M Absences 2/M 1M
SOUTH MEDFORD HIGH SCHOOL 1551 CUNNINGHAM AVE MEDFORD OR 97501
TO THE PARENT / GAURDIAN OF:
APRIL MAY 123 MAIN STREET MEDFORD OR 97501
Grade Report Medford School District 549C
Medford, Oregon
The purpose of this report card is to communicate with parents and students about the achievement or progress toward established learning goals. Grades reflect how well students have met these goals in each class, indicating areas of strength and areas where additional time and effort are required.
Fix #7
26
© Ken O’Connor, 2016
TASK METHOD(S) STRATEGY(IES) SCORING TOOL ASSESSORROLE PLAY Practice(s) Performance Ass't Performance Rubric self/peerQUIZ(ZES) Paper and Pencil Selected Response Marking Scheme TeacherBROCHURE Draft Performance Ass't Product Rubric peerBROCHURE Near Final Performance Ass't Product Rubric self/peer
Sample Assessment Plan
Formative Assessment for Unit 1
Summative Assessment for Unit 1
TASK METHOD(S) STRATEGY(IES) SCORING TOOL ASSESSORROLE PLAY Performance Ass't Performance assessment Rubric TeacherTEST(S) Paper and Pencil Selected & Constructed Reponse Marking Scheme TeacherBROCHURE Performance Ass't Product Rubric Teacher
Fix #13
58
© Ken O’Connor, 2016
11121005.3A 2
Figure 9.2 Deciding What to Keep Track of, What to Report, and How to Report It
SUM TOTAL OF EVERYTHING STUDENTS DO IN SCHOOL/CLASSROOM Diagnostic and Practice Events
• In-class work: exercises, problems, tasks
• Homework that is for practice
• Trial, feedback, and revision
• Quizzes and other formative assessments
SELECTION OF MOST VALUED ITEMS FOR REPORTING PURPOSES Academic Progress
• Learning gains • Improvement over time • Specific strengths and areas
needing work
Skills of Independence and Cooperation
• Work habits • Attendance • Cooperation/Group skills • Homework completion • Organization skills • Behavior • Academic honesty
SELECTION OF ACHIEVEMENT ITEMS FOR GRADING PURPOSES
• Periodic assessments • Final exams and papers • Reports/Projects • Culminating demonstrations of
learning
Track (Teacher and/or Student) Track & Report Record & Grade
Source: ATI
© Ken O’Connor, 2016
Continuums for Grading
Getting Started with Sound Grading Practices | 00.00.00
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Source: Pearson ATI, 2013 – Used with permission 89
© Ken O’Connor, 2016
Grading/Reporting Reflections
Reflect on what you have learned and consider the grading and reporting practices in place in your classroom, school and/or district.
Getting Started with Sound Grading Practices | 00.00.00
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Source: Pearson ATI, 2013 – Used with permission 90