STANDARDS BASED GRADING IN KANSAS:

A CSCTFL EXTENSION WORKSHOP

Jenni Highfill highfilljenni@rockwood.k12.mo.us

Kim Lackey lackeykimberly@rockwood.k12.mo.us

Denise Pahl pahldenise@rockwood.k12.mo.us

http://eurekaworldlanguage.wikispaces.com/

Adaptado de: Making Standards Based Grading Work in Your World

Language Classroom

Grant D. Moss gmoss@pittstate.edu

1. WHICH OF THE FOLLOWING ARE CURRENTLY REFLECTED IN GRADES IN MOST CLASSROOMS IN THE U.S.?

A. how well students behave in class

B. how well students can take tests

C. if students are responsible and do their homework

D. if students participate in class

E. what students know and are able to do

F. group work and projects that students do

G. student attitudes towards the class

H. extra credit

I. if students bring their materials to class each day

J. all of the above

2. WHAT DO YOU THINK GRADES SHOULD REFLECT?A. how well students behave in class?

B. how well students can take tests?

C. if students are responsible and do their homework?

D. if students participate in class?

E. what students know and are able to do?

F. group work and projects that students do?

G. student attitudes towards the class?

H. all of the above?

3. WHAT DO WE THINK GRADES SHOULD REFLECT?

We believe grades should reflect what students know and are able to do.

What should count in a grade?

What shouldn’t count in a grade?

Vocabulary Assessments Grammar Assessments Speaking Assessments Listening Assessments Reading Assessments Writing Assessments Work that is graded Work that shows

what a student knows and is able to do

Participation Behavior Homework

completion If you brought your

book to class Extra credit for extra

work Extra credit for

bringing in a box of Kleenex, etc.

Attendance Group work grades

EHS SPANISH GRADEBOOK CATEGORIES AND WEIGHTS

Interpersonal Communication • Speaking • Writing 20%

Presentational Communication• Speaking• Writing 20%

Interpretive Communication• Reading• Listening• Viewing

20%

Linguistic and Cultural Competence• Vocabulary Assessments• Grammar Assessments• Pronunciation Assessments• Culture

40%

WHAT DO WE DO ABOUT NON-ACADEMIC BEHAVIOR ISSUES? Failure to complete assignments Turning work in late Coming to class unprepared Attitude problems; lack of cooperation Not working up to potential Falling asleep in class

WHAT DO WE DO ABOUT NON-ACADEMIC BEHAVIOR ISSUES?

We deal with them as BEHAVIOR issues with behavioral consequences. Talk to the student Behavior modification tools (getting planner

signed, reward system, physical proximity, seating chart adjustment, etc.)

Phone call or e-mail home Mandatory academic tutoring Detention

WHAT ABOUT LATE WORK?

What about when they get to college and their professors don’t accept late work?

Why not just take off a letter grade for every day that it’s late?

What about teaching kids responsibility?

What about the real world?

HOW IS IT FAIR TO MAKE THE ENTIRE GRADE BASED ON ASSESSMENTS ONLY?

We believe that ALL students can learn, just not always at the same rate.

Students need to be held accountable for learning the material.

Students who do not demonstrate proficiency are given opportunities to learn the material and re-assess.

OPPORTUNITIES FOR RE-ASSESSMENT Designed for students who do not demonstrate

proficiency (not prepared to move forward in their learning)

Same format with different prompts or words. Must be done outside class time – generally before

or after school Students must complete additional practice prior

to reassessment. 2nd grade counts – most recent evidence of what

students know and are able to do

Contract for Reassessment, Delayed or Make-up Assessment _ EHS WL Dept. Please complete and sign below and return to your teacher today before the end of class.

Name:

ASL French German Latin Spanish

I II III IV AP - V

DeNure Durante Hause Highfill Krinski Lackey

Landrum Oberg Pahl Staszcuk Weitzel Whiteford

Class Period: Date of Contract: Due date:

You are receiving this notice regarding the _______________________________________________ quiz because you: have not demonstrated proficiency on this skill. chose not to take the quiz / test on the scheduled date. were unable to take the quiz / test on the scheduled date due to absence. To be eligible to re-take the assessment, you must complete the following activities and re-take the assessment.

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

I will complete the required activities above and come in to re-take my assessment on:

___________________, ________________________ at ______:________. Day Date Time Please see posted schedule for days and time that the World Language AcLab is open. I understand if I do not come in for this reassessment, I may be assigned an Academic Detention.

Signature: ____________________________________________________________

REPORT TO: WL AcLab in Room 721 Room ___________

TAKING THE MYSTERY OUT OF ASSESSMENT Share unit goals

with students at the beginning of the unit.

Share rubrics with students before assessments.

Provide practice and feedback before the assessment (practice quiz, skills practice, etc.)

USE QUALITY ASSESSMENTS What should be assessed in a World

Language classroom? Are the purposes for your assessments

clear? Are they clear to the students? Do your assessments match the goals

you have for your students? What do quality assessments look like? What are some of the problems with

using assessments produced by textbook companies?

TEXTBOOK ASSESSMENTS?

Pros Cons Convenient, Time-saver Creates consistency

among teachers Aligned with other book

resources Often include visuals,

audio, and short readings

Usually objectives are clearly stated

Static – PDFs, difficult to modify or correct mistakes

Not tailored towards your students Generally do not include a scoring guide;

Guidelines for scoring are questionable Poor quality feedback Don’t grow with current society

(vocabulary, concepts, culture) Difficult to “save as” and make a

practice quiz / retake quiz, Form A/B Test security becomes an issue Teacher has no control over the blueprint

of the assessment

TEACHER-CREATED ASSESSMENTS For each assessment….

Reflect on which specific skills should be tested. Discuss and create the criteria for the rubric.

Create assessments on which students demonstrate those skills

Create a rubric that communicates the differences between performance levels

Use the rubric to evaluate students’ skills and give detailed feedback to students.

Analyze and share results. What do we do if they got it? What do we do if they didn’t get it?

COMMUNICATION RUBRICS

PRESENTATIONAL COMMUNICATION WRITING SPEAKING

INTERPERSONAL COMMUNICATION SPOKEN WRITTEN

INTERPRETATIVE COMMUNICATION READING LISTENING

PRESENTATIONAL COMMUNICATION

Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

INTERPERSONAL COMMUNICATION

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

INTERPRETIVE COMMUNICATION

Students understand and interpret written and spoken language on a variety of topics

OTHER RUBRICS GRAMMAR

PRETERITE AND IMPERFECT CONJUGATIONS INFORMAL COMMANDS

VOCABULARY COMPREHENSION PRODUCTION

PRONUNCIATION LIFE-LONG LEARNING PROJECTS (COMMUNITIES STANDARD)

I AM WORRIED ABOUT MY GRADE