259
A different kind of professional development. ™ Scott Benedict [email protected] teachforjune.com by the Standards copyright © 2012 teachforjune.com Power Grading & Assessment 2012
| Date post: | 28-Oct-2014 |
| Category: |
Education |
| Upload: | scott-benedict |
| View: | 8 times |
| Download: | 0 times |
A different kind of professional development.™
Scott [email protected]
teachforjune.com
by the Standards
copyright © 2012 teachforjune.com
Power Grading &Assessment
2012
Presentation Available
slideshare.net/teachforjune
Presentation Goals
An overview of standards-based grading and
assessment strategies.
The issue we face today in American world-language
classrooms is that our students’ ability does not
match their achievement.
One-Semester-of-Spanish Spanish Love Song
http://www.youtube.com/watch?v=ngRq82c8Baw
If we continue to do things the same way,
we’ll continue to get the same results.
INSANITY
We must make the change...
and the change is...
NOW!
Power Grading and Assessment:A standards-based approach to making
grades meaningful.
What do grades mean?
Current Systems
A random number between 0 and 100
Number rightvs
number wrong
Assignments givenvs
assignments turned-in
A ranking amongfellow learners
The only thing grades should mean
An accurate measurement
of achievement
Achievement is the demonstration of
knowledge and skill components of the
standards.
There can be no value judgements
placed on a grade outside of achievement.
Should be focused on the idea of mastery.
“Students have mastered content when they demonstrate a thorough understanding as evidenced by doing something substantive with the content beyond merely echoing it”
—Rick Wormeli
Q & A
KenO’Connor’s
8 Guidelines for Standards-based
Grading
Relate grading procedures to learning goals.1.
Learning goals arebasis for grade
determination andreporting.
Aligned with Bloom’s oranother taxonomy
Suggestedsecond-language
learning goals
Culture
10%
Listening
15%
Reading
15%
Speaking
30%
Writing
30%
Assessment methodsare subset of main grading
categories(learning goals).
Q & A
Use criterion-referencedperformance standards
as reference points.
2.
Meaning of gradesshould come from clear
descriptions ofperformance standards
Grade is only obtainedby meeting the goal—
NO CURVING
Q & A
Limit the valuedattributes in grades
to individual achievement.3.
Grades should bebased on achievement.
Effort, participation, attitude,and other behaviors shouldbe reported separately and
not included in student’s academic (letter) grade.
Grades should bebased on individual
achievement.
Q & A
Sample student performance—
do not include all scores in grade.
4.
Do not includeformative assessments
in grades.
Provide feedback on formative performance using words, rubrics, or checklists, not grades.
Formative assessments are frequent, small assessments that assess only one thing.
Formative assessmentsassess along the path
of learning.
The point of formativeassessments is to give
feedback for improvement.
Analytic rubrics fit bestwith formative assessments.
Analytic rubrics analyzethe components of a
skill individually so thatspecific feedback can
be given.
Text
Include evidenceprimarily from a
variety of summativeassessments in grades.
Summative assessments are infrequent, big
assessments that assess multiple things at once.
Summative assessmentsassess students at the
end of a learning period.
Holistic rubrics fit bestwith summative assessments.
Holistic rubrics analyzethe skill as a whole whilestill providing generalized
feedback.
Not always practicalin a school setting.
ModificationDon’t include homework
in the calculation of grades.
Q & A
Grade in pencil—keep records so
they can beupdated easily.
5.
Use most consistentlevel of achievement.
Apply special considerationfor the more recent
acheivement evidence.
Provide severalassessment
opportunities.
Vary assessmentsin both method
and number.
Q & A
Crunch numbers carefully—if at all.
6.
Avoid using the mean(averaging).
The mean is meanto students.
The mean is the mathterm for averaging.
Traditional averaging distorts grades.
Consider using the median,mode, or power law of learning to crunch the
numbers.
The median is the middlenumber when a set of
numbers is ordered fromhighest to lowest.
The mode is the most frequent number that
appears in a set ofnumbers.
The power law of learningtakes into account learning
over time.
Points are createdequal.
Weight componentsto acheive intent in final
grades.
Weights aloneare not the answer.
Use Bloom’s Taxonomyas a guide.
Think “body of evidence”and use
professional judgement.
As the professional, youneed to determine,
not just calculate, grades.
The Big Picture
“Not everything that can be counted counts, and not everything that counts can be counted.”
—Albert Einstein
Standards-basedgrading scale
AAdvanced
BProficient
CIntermediate
DNovice
FBeginner
Grading needs to bea measurement ofability over time.
Grades can’t start andstop at arbitrary check
points, but must be analyzed over time along
a continuum.
Q & A
Use quality assessment(s)and properly recorded
evidence of achievement.
7.
Meet the standardfor accurate assessment.
Accurate assessmentshave clear targets.
Accurate assessmentshave a clear purpose.
The goal of assessmentsis not to give a grade, but
to provide feedback.
To students— so they can take actionand adjust their learning.
To teachers— so they can take action
and adjust their teaching.
To parents— so they are made awareof their child’s progress.
To administration— so they can take actionto improve school-wide
learning.
Accurate assessmentshave a sound design.
Must be well-written.
Be sure to includeHigher-Order Thinking Skills.
Choose 1per assessment.
Use power wordsas descriptors.
Use appropriatetarget-method
match.
Listening and ReadingAssessments
Traditional Listening/Reading
Assessment
Students listen or reada prompt in the targetlanguage and answer
questions in English.
PROS
Easy to grade
Accurate depiction ofwhat a student knows
Shows what a studentunderstands in thetarget language.
CONS
Often answers can bepredicted without
demonstrating understanding.
Difficult and time-consumingto create effectively
Suggestion:Include at least 30%inference questions
Examples
Example of Traditional Listening/Reading Assessment
Visual Listening/Reading
Assessment
Students match apicture with listeningor reading prompt in
target language.
PROS
Easy to grade.
Shows what a studentunderstands in thetarget language
Works across thelanguage barrier
Great for visual andpre-literate learners
CONS
Pictures can be confusing
Suggestion:Use pictures that are
familiar to the students.
Examples
Example of Visual Listening/Reading Assessment
Example of Visual Listening/Reading Assessment
CreativeListening/Reading
Assessment
Students drawwhat they hear or
read.
PROS
Easy to grade
Demonstrates student’strue understanding of
target language
Great for creative, visualand pre-literate learners
CONS
Students may beapprehensive about
drawing skills.
Suggestion:Keep pictures simple
and promote use of stickfigures.
Examples
Example of Creative Listening/Reading Assessment
Writing Assessments
Traditional WritingAssessment
Students write ona topic.
PROS
Directed writing
Demonstrates student’sability to apply and
synthesize in the targetlanguage
CONS
Very (read too) structured
Often very formulaic
Too polished andnot spontaneous
Suggestion:Use elementary-styleflip books to increasevariety and creativity
in topics.
Examples
Example of Traditional Writing Assessment
Timed-WritingAssessment
Students write withina specific time frame.
PROS
Spontaneous writing
Shows truly what hasbeen acquired in the
target language
Increases fluency(rate at which words flow)
CONS
They can be stressfulto students especially
in the beginning
Students often write thesame thing time after time
Suggestion:Start with 10 minutes and decrease the time by 30
seconds as class averagereaches 100 words.
Examples
Example of Timed Writing Assessment
Creative WritingAssessment
Students write storyfrom pictures they draw.
PROS
Spontaneous writing
Shows truly what hasbeen acquired in the
target language
Allows creativity to flow
CONS
Students try to writebeyound their capabilities
or vocabulary
Suggestion:Remind them to keep itsimple and to stick to
vocabulary they alreadyknow.
Examples
Example of Creative Writing Assessment
Speaking Assessments
Dialogue SpeakingAssessment
Students interactin a dialogue.
PROS
Structured
Easy to grade
May givelower-performingstudents needed
scaffolding
CONS
Structured
Doesn’t promotespantaneity
Encourages memorizedphrases and speech
Suggestion:Switch up the dialogueroles often and throw in
on topic but open-endedquestions to move away
from memorization.
Examples
Example of Dialogue Speaking Assessment
Picture-sequence Speaking
Assessment
Students tell story frompicture sequence.
PROS
Relies less on memorizedphrases and speech
Shows what a student isable to do with the
language
Alllows flexibilitiyand creativity
CONS
Story sequence maynot always be clear
May inadvertentlyintroduce unknown
vocabulary
Suggestion:Suggest to students to
describe the charactersand places as well as
tell the action.
Examples
Example of Picture-Sequence Speaking Assessment
Small-groupSpeaking
Assessment
Students tell oneframe of a group-drawn
story.
PROS
Allows for a lotof creativity
Promotesteamwork
Individuals areassessed on own skill,
not that of group
CONS
Many students don’tlike group work
Students can get offtask quickly if not
reigned in
Not all studentsmay participate equally
Suggestion:Assign individual roleswithin the groups andset clear time limits for
each part of the activity.
Examples
Example of Small-Group Speaking Assessment
Whole-classSpeaking
Assessment
Individual students tellone frame of story: both
students and frame selectedrandomly.
PROS
Encourages spontaneousspeech
Can assess a largenumber of students
in little time
CONS
Need to have manypicture sequences
on hand
Students may helpeach other if notwatched closely
Suggestion:Have students draw picture
sequences to add to your collection
Examples
Example of Whole-Class Speaking Assessment
Spontaneous-skitSpeaking
Assessment
Students draw out ofa hat scenarios to
act out.
PROS
Little chance ofmemorized speech
Encourages creativity
Can be very entertaining
CONS
Students may findit stressful in the beginning
Need to keepstudents on a short
leash
Suggestion:Practice a few times before
you actually assess students.
Give them 10 possible scenarios a couple of weeks ahead of time to practice and reduce
stress.
Examples
Example of Spontaneous-Class Speaking Assessment
Use appropriatesampling
Must have at least 3 assessments for each
learning goal.
speaking
speaking quiz 1
speaking quiz 2
speaking test
Avoid bias anddistortion
Rubrics are a great tool to set expectations and
measure achievement against those expectations
Beginner Novice Intermediate Proficient Advanced
Student is unable to understand spoken/
written language appropriate to their
level. Little to no knowledge of
vocabulary items is evident.
Student is rarely able to understand
spoken /written language appropriate to their level, though some knowledge of vocabulary items is
evident.
Student is sometimes able to
understand spoken /written language
appropriate to their level.
Student is able to understand spoken /
written language appropriate to their level consistently, but
is unable to infer meaning not
explicitly stated.
Student is able to understand spoken /
written language appropriate to their level consistently and
is able to infer meaning not
explicitly stated.
Listening/Reading Comprehension
Speaking
Writing
Record and maintainevidence of achievement
This can be in the formof portfolios, conferences,
tracking sheets, etc.
Q & A
Discuss and involve students in
assessment & grades throughout learning process.
8.
Students must understandhow their grades will be
determined
Involve students in the assessment and grading
process.
Q & A
A different kind of professional development.™
Scott [email protected]
teachforjune.comcopyright © 2012 teachforjune.com
✓workshops✓webinars✓webinars on demand™✓webverstiy™✓coaching✓consulting
