Using Standards Based Descriptors on Student

Assessments

Kimberly D. Lackey

Spanish III-IV

Eureka High School

Do students react to the results of an assessment differently if they

are given a descriptor (below basic, basic, proficient, advanced) instead

of a letter grade?• Letter grades are starting to seem

outdated• 90%• Need for students in advanced classes to

have something to strive towards

Context

• Classes / Students• PLC / Teachers• WL Department / Administrators• District Grading Scale / Infinite Campus

Research

• A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor

• http://www.oconnorgrading.com/index.php - Ask the Grade Doctor

• How to Grade for Learning K-12 by Ken O’Connor

• Rockwood Spanish Curriculum• Performance Assessment for Language

Students rubrics (PALs) from Fairfax County, VA

Possible Titles for Performance Standard Levels

Advanced Advanced Above Standard

Exceptional Consistently

Proficient Proficient At Standard Proficient Usually

Partial Approaching Approaching Progressing Sometimes

Minimal Below Well Below Beginning Seldom

How to Grade for Learning, Ken O’Connor, 2002, page 72

EHS WL Department Titles for Performance Standard Levels

• Same as MAP test• Each gives a

description of the student’s performance / ability related to the standard

Advanced

Proficient

Basic

Below Basic

Link to PercentagesTraditional School Approach Standards-Based Approach

90-100% Outstanding / Excellent

95-100% Advanced

80-89% Above Average / Good

85-94% Proficient

70-79% Average / Satisfactory

75-84% Basic

60-69% Below Average / Poor

74% or below Below Basic

59% or below Failing / Unacceptable

Far Below Basic?

A year-long process

1) Quizzes (September)2) Performance Assessments (late

September)3) Listening and Reading Assessments

scoring guide (November)4) Grammar Assessment scoring guide

(January)5) Vocabulary Assessment scoring guide

(March)

1) Using the terms (in addition to percentages, instead of letter

grades) on quizzes. Buy in from PLCs, discussed with department.

2) Reformatting Scoring Guides for performance assessments

Español IV, Capítulo 7 (En el restaurante) GCA: Hablar, Simulated Conversation Interpersonal Speaking

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 50 53.3 57.7 60 63.3 67.7 70 73.3 76.6 80 83.3 86.7 90 93.3 96.7 100

Below Basic Basic Proficient Advanced

Task

com

pleti

on

Does not complete the task. Responds inappropriately to most parts/prompts of the conversation.

1

Partially addresses and/or completes the task. Responds inappropriately to some parts/prompts of the conversation.

2

Appropriately addresses and completes the task. Responds appropriately and fully to all or almost all parts/prompts of the conversation.

3

Fully addresses and completes the task. Responds fully and appropriately to all or almost all parts/prompts of the conversation. Adds details and elaborates on ideas.

4

Com

preh

ens-

ib

ility

Message barely comprehensible, requiring frequent interpretation; pronunciation may frequently interfere with communication. 1

Message mostly comprehensible, requiring interpretation; pronunciation may occasionally interfere with communication. 2

Message comprehensible, requiring minimal interpretation; pronunciation does not interfere with communication. 3

Message readily comprehensible, requiring no interpretation; pronunciation enhances communication. 4

Flue

ncy

Speech halting and uneven with long pauses or incomplete thoughts.

1

Speech choppy and/or slow with frequent pauses; few or no incomplete thoughts.

2

Somewhat fluent speech with some hesitation but speaker manages to continue and complete thoughts. 3

Fluent and natural speech with few pauses or false starts.

4

Voca

b.

Inadequate and/or inaccurate use of vocabulary.

1

Somewhat inadequate and/or inaccurate use of vocabulary; too basic for level IV.

2

Adequate and accurate use of vocabulary for level IV.

3

Rich use of vocabulary and appropriate use of idiomatic expressions.

4

Lang

uage

Co

ntro

l

Emerging use of basic language structures. (Used correctly about ½ of the time)

1

Emerging control of basic language structures. (Used correctly about ¾ of the time).

2

Control of basic language structures. (Used correctly most of the time, not all of the time).

3

Excellent control of basic structures withpossible use of advanced language structures.

4 Comentario: _____________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

Español IV, Capítulo 7 (En el restaurante) GCA: Hablar, Simulated Conversation Interpersonal Speaking

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 50 53.3 57.7 60 63.3 67.7 70 73.3 76.6 80 83.3 86.7 90 93.3 96.7 100

Below Basic Basic Proficient Advanced

Task

com

pleti

on

Does not complete the task. Responds inappropriately to most parts/prompts of the conversation.

1

Partially addresses and/or completes the task. Responds inappropriately to some parts/prompts of the conversation.

2

Appropriately addresses and completes the task. Responds appropriately and fully to all or almost all parts/prompts of the conversation.

3

Fully addresses and completes the task. Responds fully and appropriately to all or almost all parts/prompts of the conversation. Adds details and elaborates on ideas.

4

Com

preh

ens-

ib

ility

Message barely comprehensible, requiring frequent interpretation; pronunciation may frequently interfere with communication. 1

Message mostly comprehensible, requiring interpretation; pronunciation may occasionally interfere with communication. 2

Message comprehensible, requiring minimal interpretation; pronunciation does not interfere with communication. 3

Message readily comprehensible, requiring no interpretation; pronunciation enhances communication. 4

Flue

ncy

Speech halting and uneven with long pauses or incomplete thoughts.

1

Speech choppy and/or slow with frequent pauses; few or no incomplete thoughts.

2

Somewhat fluent speech with some hesitation but speaker manages to continue and complete thoughts. 3

Fluent and natural speech with few pauses or false starts.

4

Voca

b.

Inadequate and/or inaccurate use of vocabulary.

1

Somewhat inadequate and/or inaccurate use of vocabulary; too basic for level IV.

2

Adequate and accurate use of vocabulary for level IV.

3

Rich use of vocabulary and appropriate use of idiomatic expressions.

4

Lang

uage

Co

ntro

l

Emerging use of basic language structures. (Used correctly about ½ of the time)

1

Emerging control of basic language structures. (Used correctly about ¾ of the time).

2

Control of basic language structures. (Used correctly most of the time, not all of the time).

3

Excellent control of basic structures withpossible use of advanced language structures.

4

Comentario: _____________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

3) Expanding the scoring guide format for use with listening and

reading assessmentsHora ______ Nombre ______________________________________________________________ #_______

Español IV, Capítulo 8 La convivencia y la aculturación GCA: Leer

50% 54.6% 59.1% 63.6% 68.2% 72.7% 77.3% 81.8% 86.4% 90.1% 95.5% 100%

3 4 5 6 7 8 9 10 11 12 13 14

Below Basic Basic Proficient Advanced

Supp

ortin

g D

etai

ls Unable to accurately identify details from the reading selections. (6 or fewer correct)

1

Accurately identifies minor details from portions of the reading selections. (7-8 correct)

2

Accurately identifies minor details from the majority of the reading selections. (9-10 correct)

3

Accurately identifies minor details from the all or almost all of reading selections. (11-12 correct)

4

Mea

ning

fr

om c

onte

xt

Identifies accurate meaning for one or fewer words based on context of selection.

1

Identifies accurate meaning for some words (2-3) based on context of selection.

2

Identifies accurate meaning for most words (4-5) based on context of selection.

3

Identifies accurate meaning for all words based on context of selection.

4

Anal

ysis

/

sum

mar

y Attempts to define terms presented in article, but errors in comprehension impede communication. 1

Defines terms presented in article with some errors in comprehension.

2

Defines terms presented in article with few errors in comprehension.

3

Accurately defines terms presented in article with detail, precision, and clarity.

4

Mai

n Id

ea

Unable to demonstrate accurate interpretation of the main ideas of the reading selection. 0

Demonstrates accurate interpretation of main idea of the reading selection.

2

4) Expanding the scoring guide format to grammar assessments

Español 3—Capítulo 3-2 Gramática—los mandatos formales y plurales

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 50 53.6 57.2 60.7 64.3 67.9 71.4 75 78.6 82.2 85.7 89.3 92.9 96.4 100 Below Basic Basic Proficient Advanced Choice of Affirmative vs. Negative Command (Vocabulary)

Significant errors in comprehension of vocabulary when choosing to make commands affirmative or negative. (5 or more errors)

1

Some errors in comprehension of vocabulary when choosing to make commands affirmative or negative. (3-4 errors)

2

Usually demonstrates comprehension of vocabulary when choosing to make commands affirmative or negative. (1-2 errors)

3

Demonstrates advanced comprehension of vocabulary when choosing to make commands affirmative or negative. (0 errors)

4 Choice of Register (Ud. or Uds. Command)

Significant errors in understanding of whom to address with Ud. vs.Uds. (5 or more errors) 1

Some errors in understanding of whom to address with Ud. vs.Uds. (3-4 errors)

2

Usually demonstrates understanding of whom to address with Ud. vs.Uds. (1-2 errors)

3

Demonstrates advanced understanding of whom to address with Ud. vs.Uds. (0 errors) 4

Formation of Commands (Verb forms)

Significant errors in command forms. (5 or more errors)

1

Some errors in command forms. (3-4 errors)

2

Most commands forms are grammatically correct. (1-2 errors)

3

Commands are grammatically correct. (0 errors)

4 Use of pronouns

Significant errors in correct choice and placement of reflexive pronouns with affirmative and negative commands. (3 or more errors)

1

Some errors in correct choice and placement of reflexive and direct object pronouns with commands. (2 errors)

2

Usually demonstrates correct choice and placement of reflexive pronouns with affirmative and negative commands. (1 error)

3

Demonstrates correct choice and placement of reflexive pronouns with affirmative and negative commands. (0 errors)

4 Accent marks 4 or more errors in

inclusion of and/or placement of accent marks.

1

2-3 errors in inclusion of and/or placement of accent marks.

2

Uses accent marks only when necessary and places them correctly on commands. (0-1 errors)

3

5) Expanding scoring guide format to vocabulary quizzes

Percentage 50 52 54 46 48 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100

Raw Score 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Below Basic Basic Proficient Advanced Unit Vocabulary – Spelling (including diacritical marks)

1 targeted word spelled correctly

2

2 targeted words spelled correctly

4

3 targeted words spelled correctly

6

4 targeted words spelled correctly

8

5 or more targeted words spelled correctly, including all or almost all diacritical marks 10

Unit Vocabulary Application – Meaning & Grammar (conjugations, agreement, word order)

1 targeted word applied correctly in context with correct grammatical structures

2

2 targeted words applied correctly in context with correct grammatical structures

4

3 targeted words applied correctly in context with correct grammatical structures

6

4 targeted words applied correctly in context with correct grammatical structures

8

5 or more targeted words applied correctly in context with correct grammatical structures

10

Overall Language Use – Grammar & Vocabulary

Significant errors in basic grammatical structures and/or vocabulary, (including spelling) inhibit communication. 1

Errors in basic grammatical structures and/or vocabulary, (including spelling) somewhat inhibit communication. 2

Few errors in grammatical structures and/or vocabulary (including spelling) do not inhibit communication. 3

No or only minor errors in grammatical structures and/or vocabulary (including spelling). 4

Overall Communication – Content

Inadequate, inaccurate, and/or irrelevant response.

1

Some information in responses may be incorrect or irrelevant. Limited response

2

Appropriate response to prompt that provides correct and relevant

3

Substantial response to prompt that provides correct and relevant information with elaboration. 4

Overall Communication – Comprehensibility

Large portions of responses are very difficult to understand and must be interpreted by the reader.

1

Responses are understood with some interpretation by the reader.

2

Responses are understood with minimal interpretation by the reader.

3

Responses are easily understood. Reader does not have to “interpret” meaning. 4

6) Sharing our work

• Spanish I, II, and AP PLCs• French, German, Latin, ASL PLCs• EHS SBGR Book Study Group• WL Departments at Lafayette, Rockwood

Summit, and Marquette• Foreign Language Association of Missouri Fall

Conference, 2011• Central States Conference on the Teaching of

Foreign Languages, March 2012

Data Collection Sources

1. Student surveys (through Survey Monkey)

2. Teacher surveys

3. Comparison of student grades from Chapter 3-3 reading GCA from 2010 and 2011 (points vs scoring guide)

Student surveys (through Survey Monkey)

• 178 Students • Spanish III and Spanish IV • Students from 3 different teachers, 2

different PLCs• All have had level II or III with traditional

grading and level III or IV with Standards Based Grading

Student Comments

• Pro-Standards Based• Pro-Traditional Grading / Percentages• Pro-Hybrid of SBG and Letter Grades• Indifference• Huh?• Changes that should be made

Teacher surveys

• 3 Teachers• 2 PLCs• Each teacher has had extensive

experience in using traditional letter grades and percentages and has followed the same pattern of using SBG descriptors and scoring guides during this school year

1. What do you perceive as the impact of using the terms Advanced / Proficient / Basic / Below Basic

on student assessments?

• Students are more motivated to get above just 90%, students understand at what level (basic, below basic) they should be retaking - as opposed to just retaking to get a higher percentage.

• Students are given a better understanding of their strengths and weaknesses - what they know well and what they still need to learn.

• Students have clearer understanding of their grades and learning.

Comparison of student grades from Chapter 3-3 reading GCA from

2010 and 2011 (points vs scoring guide)

• Same task• 2010 – 2 points main idea, 1 point each

supporting detail, 1 point each vocab in context (16 points)

• 2011 – Based on scoring guide, standards based (10 points raw score)

Realidades 3: GCA – Leer Capítulo 3-3 FORMA A

50% 56.3% 62.5% 68.8% 75% 81.3% 87.5% 93.8% 100%

2 3 4 5 6 7 8 9 10

Below Basic Basic Proficient Advanced

Mai

n Id

ea

Unable to demonstrate accurate interpretation of the main ideas of the reading selection. 0

Demonstrates accurate interpretation of main idea of the reading selection. 2

Supp

ortin

g De

tails

Unable to accurately identify details from the reading selections. (5 or fewer correct)

1

Accurately identifies minor details from portions of the reading selections. (6-7 correct)

2

Accurately identifies minor details from the majority of the reading selections. (8 correct)

3

Accurately identifies minor details from the all or almost all of reading selections. (9-10 correct)

4

Mea

ning

from

co

ntex

t

Identifies accurate meaning for one or fewer words based on context of selection.

1

Identifies accurate meaning for some words (2-3) based on context of selection.

2

Identifies accurate meaning for most words (4-5) based on context of selection.

3

Identifies accurate meaning for all words based on context of selection.

4

Traditional vs Standards Based Grading

2010 Reading GCA• 86.9% Average• 24/48 (50%) Advanced• 17/48 (35%) Proficient• 5/48 (10%) Basic• 2/48 (4%) Below Basic• 24/48 (50%) A• 12/48 (25%) B• 5/48 (10%) C• 5/48 (10%) D• 2/48 (4%) F

2011 Reading GCA• 94.3%Average• 30/42 (90.5%) Advanced• 12/42 (29%) Proficient• 0 Basic• 0 Below Basic• 30/42 (90.5%) A• 12/42 (29%) B• 0 C• 0 D• 0 F

Possible Conclusions• The Standards Based scale is more

generous; students can make one mistake and still get a 100%, 3 mistakes is -12% instead of -18%.

• The feedback on previous reading assessments from the SB scoring guide helped students to improve on their areas of weakness over the year.

• This year’s students are more academically gifted.

Amount of points deducted

2010 Traditional Grading• -1 = 94%• -2 = 88%• -3 = 81%• -4 = 75%• -5 = 69%• -6 = 63%• -7 = 56%• -8 = 50%• -9 = 44%

2011 Standards Based Rubric• -1 = 94-100%• -2 = 88-94%• -3 = 91-94%• -4 = 75-88%• -5 = 75%-81.3%• -6 = 75%• -7 = 69%• -8 = 63%• -9 = 56%

Conclusions

• I learned that…– You can make Standards Based Grading

Work, even if it’s not totally compatible with Infinite Campus

– Students have strong ties to traditional grading practices

– I can be much more precise in my feedback about student performance by using standards rather than numbers / letters

What’s next?

• Consider adding a “Far Below Basic” level• Continue to monitor and adjust scoring

guides• Educate parents at Open House and

Parent/Teacher Conferences, consider how to get grade communications into parents’ hands

New Questions

• Are other departments attempting something similar? What descriptors are they using?

• Do other teachers / administrators agree with the mathematics used? 50% lowest grade? 83.3% = Proficient?

• How will our role at the high school change as students graded by standards in elementary school get older?

• What issues do teachers outside of my PLC have with the descriptors / the new scoring guides?

• In the end, are students achieving at a higher level than before? Have they broken out of the 90%?