Post on 01-Apr-2015
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Standards-Based Report Cards Mean Nothing, IF…
Deb Bannon, Education ConsultantMike Rush, Executive Director
The Curriculum Institute
June 27, 2011
To understand the critical links between report cards, grades, assessment, and instruction
To look at each individual links and assess their purpose and meaning
To analyze the effectiveness of each of these and understand where students are in the learning process
Why are we here?
How confident are you that the grades students are receiving in your school/district are:
Consistent
Accurate
Meaningful
Supportive of learning
Grades
What should it be? (purpose)
What should it include?
What should it not be?
What makes a good standards-based report card?
Align to standards
Based on rubric, not percentages
Broken down by specific skills
Standards-Based Report Card Criteria
Grades averaged
Zeros
Behavior, citizenship, or anything not directly related to the Standards
Standards-Based Report Card Should Not Include:
Standards-based Report Card: Rubric
1 2 3 4 5
Quality
Traditional Grade Card
Has very few characteristics
of a Standards-
based Report Card
Incorporates some of the basic tenants of
a Standards-
based Report Card
Contains most of the
qualities expected
in a Standards-
based Report Card
Exemplary Standards-
based Report Card
Content Standards Grade Level Expectations
Research Indicates….Research shows that when curriculum is well articulated and aligned to standards, and the extent to which it is actually covered is monitored, the measurable impact—or effect size—of such strategies is 31 percentile points in student achievement.(Robert Marzano)
The alignment between operational curriculum taught by teachers and assessment explains more than 50% of variance in student scores.(National Science Foundation)
Let’s begin our investigation…
Identify and explain techniques of direct and indirect characterization in fiction.
Explain how an author's voice and/or choice of a narrator affect the characterization and the point of view, tone, plot, mood and credibility of a text.
Determine characters’ traits by what the characters say and think about themselves.
Begin with the Standards
Let’s look at the grade book
Is the grade book aligned to the Standards?
What can we say about the student’s ability to hit the target of that Standard?
What don’t we know from looking at this?
Questions to be answered…
Maybe the maps can direct us further…
3
4
5
Questions to be answered… Do the skills directly
relate to the standards?
Have we collected accurate and reliable data for each learning target?
Red Pony – Characterization Assessment
6
Identify and explain techniques of direct and indirect characterization in fiction.
Explain how an author's voice and/or choice of a narrator affect the characterization and the point of view, tone, plot, mood and credibility of a text.
Determine characters’ traits by what the characters say and think about themselves.
Review of the Standards
Questions to be answered… Are the questions aligned to the
skills that were taught – and should they be?
How accurately do the questions assess student understanding of characterization?
Does the assessment match the expectation of the standards?
What we now know… Analyze each link for
the following:
Alignment to the standards
Their ability to provide accurate data
Their connectedness to each other
1
Standards-based Report Card: Rubric
1 2 3 4 5
Quality
Traditional Grade
Card
Has very few
characteristics of a
Standards-based Report Card
Incorporates some of the basic tenants of
a Standards-
based Report Card
Contains most of the
qualities Expected
in a Standards-
based Report Card
Exemplary Standards-
based Report Card
Standards-based Report Card: Rubric1 2 3 4 5
Quality
Traditional Grade
Card
Has very few
characteristics of a
Standards-based Report Card
Incorporates some of the basic tenants of
a Standards-
based Report Card
Contains most of the
qualities Expected
in a Standards-
based Report Card
Exemplary Standards-
based Report Card
Accuracy
Alignment is
incomplete
Complete alignment of
Grades, Assessments,
Standards, Teaching
What happens when the content and skills are not a true reflection of the expectation of the standards?
We need to know if all of these pieces are accurate and linked?
We need to know where those students are in the learning continuum. (within and across grade levels)
What are the implications for the Common Core State Standards?
The creation of the image of imaginary persons in drama, narrative poetry, the novel, and the short story. Characterization generates plot and is revealed by actions, speech, thoughts, physical appearance, and the other characters’ thoughts or words about him.
Characterization