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Anyone too busy to reflect on one’s practice is also too busy to improve.Robert Garmston
Anyone too busy to reflect on one’s practice is also too busy to improve.
Robert Garmston
MOVING TO A STANDARDS-BASED GRADING SYSTEM: LESSONS
LEARNED
Presented by: Ria A. Schmidt, Ph.D.
“If the goal of today’s educational system is to determine when (and if) students have met course standards, should we not be keeping achievement records that match the standards we are expected to teach instead of records that are labeled test, homework, book report, class work, quiz, project, presentation or class participation?” --Bruce Oliver
Standards-Based Grading
“How confident are you that the grades students receive in your school are consistent, accurate, meaningful, and supportive of learning?”
--Ken O’Connor
Standards-Based Grading
Participants will:
Identify and discuss the steps for transitioning from traditional grading to a standards-based grading (SBG) system.
Connect Common Core to process of planning and implementation of SBG.
Receive and utilize practical resources for planning and implementation of SBG.
TODAY’S OBJECTIVES
All changes, even positive ones, are scary. Attempts to reach goals through radical or revolutionary means often fail because they heighten fear. But the small steps of kaizen ("improvement") disarm the brain’s fear response, stimulating rational thought and creative play. --Robert Maurer
CHANGE
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Change Toolkit. Reinventingeducation.org. IBM (2002) http://www.reinventingeducation.org/RE3Web/
FIRST VS. SECOND ORDER CHANGE
• Have no doubt, transitioning to a SBG is a Second Order Change- “involves dramatic departures from the
expected, both in defining a given problem and in finding a solution” (Marzano et al, 2005) or deep change.
The answers are quite simple:
21st Century Learner
WHY CHANGE (ESPECIALLY WHEN IT’S SO HARD)?
The answers are quite simple:
WHY CHANGE (ESPECIALLY WHEN IT’S SO HARD)?
The answers are quite simple:
“Grades are so imprecise that they are almost meaningless.”
Marzano, R. J. (2000)
WHY CHANGE (ESPECIALLY WHEN IT’S SO HARD)?
It is better to take many small steps
in the right direction than to make a
great leap forward only to stumble
backward.” --Old Chinese
Proverb
SMALL STEPS
Start wherever you are and start small. --Rita Bailey
SO WHERE DO WE BEGIN . . .
A vision . . .
. . . is a clearly stated, achievable, even optimistic organizational aspiration.
. . . needs to paint a picture of a brighter, better future for all school stakeholders (teachers, staff, and students).
SO WHERE DO WE BEGIN . . .
What is your philosophy of grading or
vision? You may want to consider:Why we grade students:
Motivation?Communication?Honor roll/High Honors?To get them ready for the next level?Determine placement?Accountability?
SO WHERE DO WE BEGIN . . .
sample
BEGIN WITH A VISION
Take a few minutes to write a draft of your philosophy of grading or vision . . .
In our school/district, a grade represents a clear and accurate indicator of what a student knows and is able to do. With grades, we document the progress of students and our teaching, we provide feedback to students and their parents, and we make instructional decisions regarding the students.
Leadership responsibilities:
1) Know effects of change and provide vision
IMPORTANCE OF LEADERSHIP
Leadership responsibilities:
2) Drive and Motivate
IMPORTANCE OF LEADERSHIP
Leadership responsibilities:
3) Know theory and research
IMPORTANCE OF LEADERSHIP
• Throughout entire process . . . with EVERYONE
• Continual education/professional development for EVERYONE
SHARING INFORMATION
• Board of Education
• Administrators
• Teachers
• Instructional Staff
• Staff
• Parents
• Students
• Community Members
• Anyone else not mentioned here
who is involved in school/district
WHO IS EVERYONE?
Leadership responsibilities:
4) Take a risk/challenge the status quo
• “Why fix it when it ain’t broken!”
• .
IMPORTANCE OF LEADERSHIP
Leadership responsibilities:
5) Evaluation
• Data• Hard• Anecdotal
IMPORTANCE OF LEADERSHIP
Leadership responsibilities:
6) Be like Gumby
• Flexible
• Open to input
IMPORTANCE OF LEADERSHIP
STEP 1: DEVELOP A TIMELINE
2010-2011: Deconstruct Common Core
2011-2012: Professional Development on Standards-based Grading PhilosophyCreate SBG Committee
2012-2013: Continued Professional DevelopmentDevelop format for report card
“ON TARGET”
Students can hit any target they can see and which stands still for them. (Stiggins, R.)
STEP 2: DECONSTRUCTING THE COMMON CORE
Things to keep in mind:
Keep the content to what can actually be
taught in the time you have.
Should be written in a way that enhances
classroom instruction and assessment.
Must be measureable
Must be unidimensional
STEP 2: DECONSTRUCTING THE COMMON CORE
Begin by creating a content area (e.g., ELA)
committee of teachers and administrators
Divide the committee into grade bands,
such as: K-2, 3-5, 6-8
Provide resources
Professional development
Technology
STEP 2: DECONSTRUCTING THE COMMON CORE
Questions to ask:
What must students know?
What must students be able to do?
STEP 2: DECONSTRUCTING THE COMMON CORE
Knowledge
Reasoning
Performance/skills
Products
Reading Standards for Informational Text K–5; Key Ideas and Details
Grade 5 : Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Learning Targets:
Knowledge Targets
Skill Targets
Reasoning Targets
Product Targets
Understand the concepts of
main idea andkey details
Identify main ideas and key details in text
Analyze the themes and
main ideas of a work
considering its audience and
Purpose
Explain how Key details
support main Ideas
Summarize Text
Grade 3: Blooms Grade 4: Blooms Grade 5: Blooms
Reading/Literature: Students will read and respond to a wide range of writing to build an understanding of written materials of themselves, and of others. Use effective reading strategies to achieve their purposes in reading.Apply word recognition skills such as rereading and applying letter-sound relationships, including vowel sounds, medial sounds, consonant blends, and consonant digraphs.
3 Use word recognition skills such as analyzing word structures.
3 Apply word recognition skills to increase vocabulary through the study of multiple meanings, context clues, and word structure.
3
Grade 3: Blooms Grade 4: Blooms Grade 5: Blooms
Interprets how illustrations convey the meaning of text.
4 Analyze how illustrations, graphs, and maps support written text.
4 Understand and use visual aids such as graphs and maps.
3
Break down words into components such as root words, prefixes and suffixes.
4 Infer the meaning of unfamiliar words by examining known words and phrases, including roots, prefixes and suffixes.
4 Apply knowledge of sentence and word meanings to understand unfamiliar words and clarify passages.
3
Find the meaning of unfamiliar words by identifying known words and using phonemic awareness.
3 Apply phonemic awareness by pronouncing and understanding unfamiliar words and text.
3 Use text format such as boldfaced print, cause-and-effect and sequence of events as aids to comprehension.
3
“I never teach my pupils; I only attempt to provide the conditions in which they can learn.”
--Albert Einstein
STEP 3: DEVELOP GUIDELINES• differentiation
• separate behavior and academic grades
• purposeful homework• formative assessments/feedback• averaging• late work/incompletes• extra credit• zeroes• multiple summative assessments
Differentiation
GRADING/ASSESSMENT GUIDELINES
GRADING/ASSESSMENT GUIDELINES
Separate behavior and
academics
HomeworkPurposeful
Graded?
"Think left, and think right, and think low, and think high. Oh the thinks you can think if only you try." ~Dr. Seuss
GRADING/ASSESSMENT GUIDELINES
Averaging
GRADING/ASSESSMENT GUIDELINES
“Not everything that counts can be counted, and not everything that can be counted counts.”
--Albert Einstein
Late work/incompletes
GRADING/ASSESSMENT GUIDELINES
2nd quarter 3rd quarter 4th quarter30
40
50
60
70
80
90
100
St. Theresa 6th Grade Comparison
Before New Policy (2003-2004) After New Policy (2004-2005)
Terms
# o
f la
te a
ssig
nm
ents
2nd quarter 3rd quarter 4th quarter60
70
80
90
100
110
120
130
140
150
160
170
St. Theresa 7th Grade Comparison
Before New Policy (2003-2004) After New Policy (2004-2005)
Terms
# o
f la
te a
ssig
nm
ents
Extra credit
GRADING/ASSESSMENT GUIDELINES
“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.”
O’Connor, K. (2010)
Traditional Scale
% Points Total
91-100 (A) 10 points
81-90 (B) 10 points
71-80 (C) 10 points
61-70 (D) 10 points
Zero-60 (F) 60 points
GRADING/ASSESSMENT GUIDELINES
ZeroesOn a traditional scale, the % range for each level is 10%Teachers will use “I.D.” (insufficient data) on the progress report.
GRADING/ASSESSMENT GUIDELINES
Formative
assessment/Feedback
Multiple summative
assessments
GRADING/ASSESSMENT GUIDELINES
FORMATIVE/SUMMATIVE FLOW CHART The Role of Formative and Summative Assessment
Need for Improvement Figure 4.4 Adapted from Guskey and Bailey 2001, p.98
Further Instruction
Enrichment
Correctives
Summative Assessment
Formative Assessment
Instruction
Instruction On New
Unit
Evidence For Evaluation/
Grades
Preassessment
THE POWER OF ASSESSMENT
“You can enhance or destroy students’ desire to succeed in
school more quickly and permanently through your use of assessment than with any other tools you have at your
disposal.”Rick Stiggins - Assessment Trainers Institute
Oral Report Lecture
Rock opera Debate
Seminar Discussion group Interview
Choral speech Song Telephone conversation Musical composition Talk show Lesson
Scenario Play Slogan/jingle
Skit
Prototype
Puppet Show
Demonstration
Slide Show
Poster
Scrapbook
Advertisement
Scroll Pamphlet
Book cover
Manual
Timeline Vertical file
Puzzle Brochure
Simulation
Computer Program
Game Performance
CD-ROM Overheads
Docudrama Invention
News program
Audio/videotape
Experiment
Essay Poetry Written
Group anthology Report
Questionnaire Story Booklet
Play script Manual Diary
Magazine article Book
Letter to editor, author, or expert
Survey Book review/report
Document Proclamation
Annotated bibliography
“What if” story
Newspaper article
Myth/legend
Artifact
Collection Chart Mural Map Mobile
Masks Model Photographs Collection Diorama Illustration
Matrices Photo essay Blueprint Diagram Display
Cartoon or comic strip Web Construction Costume
Visual Sculpture Learning center Project Cube
Artistic Creation Pantomime
GRADING/ASSESSMENT GUIDELINESPre-assessment
Analyze the results
Post-assessment
Analyze the results and determine next steps
Organize Instructional
groupsUse data to plan and evaluate lessons and
give feedback
Observeand monitor
ProvideFocused
InstructionDailyInstruction
STEP 3: DEVELOP GUIDELINES• differentiation
• separate behavior and academic grades
• purposeful homework• formative assessments/feedback• averaging• late work/incompletes• extra credit• zeroes• multiple summative assessments
STEP 4: CREATE STANDARDS-BASED GRADING COMMITTEE• Administrators
• Central Office• Building
• Teachers• All content areas• All grade levels
• Parents
• Students
STEP 5: PROFESSIONAL DEVELOPMENT
• Administrators/Board of Ed Members
STEP 5: PROFESSIONAL DEVELOPMENT
• Teachers•Opportunities to meet with
grade- level peers•Work with grade-level peers to create rubrics for the benchmarks
STEP 5: PROFESSIONAL DEVELOPMENT
•Parents•Start at the beginning
•What is a standard? Benchmark?
STEP 5: PROFESSIONAL DEVELOPMENT
•Students
STEP 6: CREATE REPORT CARD FORMAT
• Committee work
• How many benchmarks?
• Where are 21st Century
skills/behavior included?
• What symbols for proficiency?
• Letter grades? At what levels?
PROFICIENCY SCALE EXAMPLE
4 3 2 1Meets grade level expectation with
excellence
Meets grade level expectations
Progressing towards meeting
grade level expectations
Not meeting grade level
expectations
WOW Right on target Getting there Struggling
No teacher assistance
needed. Student understood
concept without teacher help.
After teacher explanation and guided practice,
student understood
concept.
Student is beginning to understand concept, but needs a little
more guidance.
Student does not understand the
concept and needs much more
guidance
STEP 6: CREATE REPORT CARD FORMAT
•Feedback•Administrators/Board of Ed•Teachers•Parents•Students
STEP 7: PROFESSIONAL DEVELOPMENT
• Teachers•Opportunities to meet
with grade- level peers•Work with grade-level peers to create rubrics for the benchmarks
EXAMPLELA.S1.B3 Grade 3: Identify the differences between fiction and non-fiction and determine their purpose. (entertain or inform)
4 3 2 1Without teacher help, the student knows a fiction text from a non-fiction text and can tell the purpose of the text.
After description and guided practice from the teacher, a student can tell if a text is fiction or non-fiction and can explain the purpose (either entertain or inform)
With teacher questioning, the student understands the concept of fiction and non-fiction, but still has trouble identifying the purpose of a text
The student cannot tell the difference between a fiction and nonfiction text and has no concept of purpose.
STEP 8: ROLL OUT REPORT CARD
STEP 9: FEEDBACK/EVALUATION
Implement report card for three
quarters/two trimestersProvide feedback survey/focus groups for:
TeachersParentsStudents
5a. Do you feel you are receiving more information about your child as a learner from this new progress report? Why or why not?
7a. Do you feel differentiation (meeting the needs of every child by teaching to various skill levels) is happening in your child's classrooms? In what ways?
Yes Yes My children have been given additional advanced work to keep them learning & not become bored w/things they already know. Help is still available if needed.
No I would to keep scoring the traditional way on the A-F scale. I believe it tells the whole picture of my child's performance - not just the school work turned in. The new progress report is not "real" world. Our bosses aren't going to give us raises if things are done on time.
No Meeting the needs of every child is not possible in classrooms today. One teacher cannot meet the needs of 20-30 students each day. There are too many levels of students in traditional classrooms to keep them all challenged all the time. I prefer the "break out" concept where students of different levels go to different teachers for help. They used to do this with the TAG program.
STEP 10: REVISE/CONTINUE
LAST THOUGHTS . . .“Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don't know, and be imbued with a lifelong desire to know it."
--Sir William Haley,British newspaper editor and
broadcasting administrator
QUESTIONS?
Marzano, R.J., Waters, T., & McNulty B.A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
O’Connor, K. (2002). How to Grade for Learning: Linking Grades to Standards, 2nd Edition. Boston, MA: Allyn & Bacon.
Marzano, R. J. (2000). Transforming Classroom Grading. Alexandria, VA: ASCD.
O’Connor, K. (2010). A Repair Kit for Grading: Fifteen Fixes for Broken Grades, 2nd Edition.
Wormeli, R. (2006). Fair isn’t always equal: Assessing & Grading in the differentiated classroom. Portland, ME: Stenhouse Publishers.
Change Toolkit. Reinventingeducation.org. IBM (2002) http://www.reinventingeducation.org/RE3Web/
REFERENCES