Accurate gradesCOMMUNICATE
Not compensate
Philosophy: A grade is a symbolic representation of what a
student knows and is able to do, relative to standards. Grades communicate student progress as well as provide feedback to guide instructional decisions that enhance student achievement. We look at the pattern of achievement, including the learning trend calculations, not only the average to report grades. Academic responsibility is a critical component of the learning process and is also reported, increasing the accuracy, validity, and reliability of each grade.
De Soto School District Grading For Learning
The Latin root of assessment is, “assidere”, which means, “to sit beside.”
“Too often, educational tests, grades, and report cards are treated by teachers as autopsies when they should be viewed as physicals.”
–Assessment expert, Doug Reeves
Consider This:
We want an accurate portrayal of a student’s mastery, not something clouded by a useless format or distorted by only one opportunity to reveal understanding.
Differentiating teachers require accurate assessments in order to differentiate successfully.
Clear and Consistent Evidence
Teacher ActionResult on Student
AchievementJust telling students # correct and incorrect
Negative influence on achievement
Clarifying the scoring criteria Increase of 16 percentile points
Providing explanations as to why their responses are correct or incorrect
Increase of 20 percentile points
Asking students to continue responding to an assessment until they correctly answer the items
Increase of 20 percentile points
Graphically portraying student achievement
Increase of 26 percentile points
-- Marzano, CAGTW, pgs 5-6
Pre-Assessments
Used to indicate students’ readiness for content and skill development. Used to guide instructional decisions.
Formative Assessments
These are in-route checkpoints, frequently done. They provide ongoing and clear feedback to students and the teacher, informing instruction and reflecting subsets of the essential and enduring knowledge. They are where successful differentiating teachers spend most of their energy – assessing formatively and providing timely feedback to students and practice.
ItemTopic or
Proficiency Right WrongSimple
Mistake?Really Don’t
Understand
1 Dividing fractions
2 Dividing Fractions
3 Multiplying Fractions
4 Multiplying fractions
5 Reducing to Smplst trms
6 Reducing to Smplst trms
7 Reciprocals
8 Reciprocals
9 Reciprocals
Summative Assessments
These are given to students at the end of the learning to document growth and mastery. They match the learning objectives and experiences, and they are negotiable if the product is not the literal standard. They reflect most, if not all, of the essential and enduring knowledge. They are not very helpful forms of feedback.
Score 4.0 Surpassing mastery expectations as defined in the curriculum
Score 3.5 Stronger than the level below, but not consistent enough to be the higher level
Score 3.0 Meeting mastery expectations as defined in the curriculumScore 2.5 Stronger than the level below, but not consistent enough to be the
higher level
Score 2.0 Approaching mastery as defined in the curriculum
Score 1.5 Stronger than the level below, but not consistent enough to be the higher level
Score 1.0 Beginning to demonstrate mastery as defined in the curriculum
Score 0.5 Stronger than the level below, but not consistent enough to be the higher level
Score 0 No understanding or skill demonstrated
DSD Grading for Learning- complete scale
Consider the Correlation10090807060
50403020100
-1-2-3-4-5-6
43210
A ‘0’ on a 100 point scale is a ‘-6’ on a 4 point scale. If a student does no work, he should get nothing, not something worse than nothing.
How instructive is it to tell a student that he earned six times less than absolute failure? Choose to be instructive, not punitive.
Research shows that being instructive motivates students whereas being punitive does not.
Each Can = a different level of understanding
Temperature Readings for Norfolk, VA in June
85, 87, 88, 84, 0 (forgot to take the reading)
In conclusion, the average temperature in Norfolk in
June is 68.8 degrees!…but I added ‘em all up and divided by the number of readings?!?!?!
This data is inaccurate for what actually occurred, and therefore, unusable.
Rubrics and Standards Based Report Cards
• REPORT CARD RUBRICS
• ASSIGNMENT RUBRICS
POWER
STANDARDS
Standards‐based Grading Impacts Behavior, not just Report Cards:
“When schools improve gradingpolicies – for example, by
disconnectinggrades from behavior – student
achievement increases and behaviorimproves dramatically.”
(Doug Reeves, ASCD’s EducationalLeadership, 2008, p. 90, Reeves)
Behaviors that Affect Learning
• Efforta. Perseveresb. Attempts
Quality Work
• Engagementa. Participatesb. Listens
• Responsibility/Work Ethica. Work Is Completeb. Work Is Timely
c. Follows Expectations/Directions
d. Manages Time Well e. Advocates For Self/Accepts
Responsibility for His/Her Learning
Be Clear: We grade against
standards, not routes students take
or techniques teachers use to achieve those
standards.
The Percentage of students in grades 7-12 who do note cards AFTER the research paper, just to meet the teacher requirement.-NCTE
It’s all about the
LEARNING!
Research and Practice:
www.desoto.k12.mo.us