Grading and Reporting
for
the 21st Century
Session 2
Stan Masters
Coordinator - Instructional Data Services
Lenawee ISD
Summer 2010
Goals of the series
•
•
•
•
•
Describe several important keys to
effective grading
Explain how grading fits into a
balanced assessment of and for learning
Describe what student factors to weave into
and leave out of each student’s grade
Describe the relationship between classroom
assessment, report card grading, and student
motivation
Identify ways to involve students in the grading
process
Our Norms
Time
• Start on time (8:30 a.m.), end on time (3:30 p.m.)
• Lunch on your own (11:30 a.m. – 12:30 p.m.)
•
•
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Participation
Each person has speaking time
Each person shares what they are doing in their “classrooms”
We will honor confidential information
Keep the conversations/topics positive
Focus
• We are focusing on the use of grading and reporting
• We will focus on student achievement
Purposes of Assessments
• assessment for learning
– formative
(monitors student progress
during instruction)
– placement
(given before instruction to
gather information on
where to start)
– diagnostic
(helps find the underlying
causes for learning
problems)
– interim
(monitor student
proficiency on learning
targets)
• assessment of learning
– summative
(the final task at the end of
a unit, a course, or a
semester)
Sources:
Stiggins, Richard J, Arter, Judith A., Chappuis,
Jan, Chappius, Stephen. Classroom Assessment
for Student Learning. Assessment Training
Institute, Inc., Portland, Oregon, 2004.
Bravmann, S. L., “P-I Focus: One test doesn’t fit
all”, Seattle Post-Intelligencer, May 2, 2004.
Marshall, K. (2006) “Interim Assessments: Keys
to Successful Implementation”. NewYork: New
Leaders for New Schools.
What is Effective Grading?
Source: O’Connor, K. “A Repair Kit for Grading”, (2007)
•
•
•
•
Defining
Criteria
(pp.4-7)
Consistency
Accuracy
Meaningful
Supports
learning
Underpinning
Issues
(pp. 9-13)
• Fairness
• Motivation
• Objectivity
• Professional
Judgment
Video Segment #1
• What are the keys to effective grading?
– Quality assessments and standards
– Time to practice
– Center on achievement
– Achievement means mastery of standards
– Public expectations published
– Report grade and standards mastered
– Seek consistency in meaning of grades
Broken Grades…
Distorted Student Achievement
1.
2.
3.
4.
5.
6.
Fixes for these current practices
Don’t include student behaviors
Don’t reduce marks on late work
Don’t give points for extra credit
Don’t reduce grades for dishonesty
Don’t consider attendance in grades
Don’t include group scores in grades
Ways of Talking
Conversation
Deliberation
Dialogue
Discussion
Norms
of
Collaboration
Outcome:
Deep
Understanding
Outcome:
Decisions
That Stick
Culture of Collaboration
The Center for Adaptive Schools
www.adaptiveschools.com
Listening Respectfully
Ear of
the
Attentive
Listener
Eye that is
Unswerving
Rectitude of
the Heart
“Making the Grade: What Benefits Students”
• How has grading changed over time?
• How might you fix your grading practices
that distort student achievement?
What are the significant changes
we can make to grading?
Video Segment #4
Achievement = Standards
•
•
•
•
•
•
•
•
•
•
Center on _____ _______ ____________ in the learning.
__________________ must be masters of the standards.
Be consistent across ____________________________.
Standards lead to ______________ ________________.
Standards become ________- _________ standards and
______________ targets.
They need to be _________ for all to see and
understand.
Standards have to be ____________ and _____________
locally.
Reflect achievement that _________ over time or
______________ over time.
Collect record of evidence by __________________
Report ____________ and ____________ mastered.
Break
Broken Grades – Evidence
pp. 51-78
• Fix #7 – Don’t organize information in grading reports by
assessment method or summarize into a single grade;
organize and report evidence by standard/learning goal
• Fix #8 – Don’t assign grades using inappropriate or
unclear performance standards;
provide clear descriptions of achievement standards
• Fix #9 – Don’t assign grades based on a student’s
achievement compared to other students;
compare each student’s performance to preset
standards
• Fix #10 – Don’t rely on evidence gathered using
assessments that fail to meet standards of quality;
rely only on quality assessments
Organizing the Record Book
Activity 1
• Design a record book that would allow you
to collect evidence of:
– Achievement on summative assessments
about content outcomes (ie., GLCEs and HSCEs)
– Other factors separated from the grade:
• Attendance, late work, behavior, honesty, groups
Standards Based Gradebook
Division name or
department here
Slides presented by
Jennifer DeGrie and Stan Masters
LISD Superintendent Technology Subcommittee, May 2010
Standards Based Grading
• Current Gradebook:
– Teachers may not know how students are
achieving in relation to state standards.
• There is no ability to pre-load state standards and
select specific standards to report on.
• Proposed Gradebook:
– Allows the ability to select specific, pre-loaded
state standards by course, grade, etc as
competencies to report on.
• Enable ability to track student achievement based on
state and national requirements.
Standards Based Grading
Standards Based Grading
• Current Gradebook:
– Schools are going backwards and removing
standards based grading from their report cards
due to time involved in manual entry of marks and
inefficiency in grading.
• Proposed Gradebook:
– Allows teachers to define categories and
assignments linked to Rubrics using state
standards. Also allows teacher to use “Load
From Gradebook” to calculate student
competency scores for reporting.
Standards Based Grading
Standards Based Grading
• Current Gradebook:
– Organization of Teacher Access is by
categories and assignments, not by standards
and competencies. An assignment can only
belong to 1 category. This limits reporting
abilities.
• Proposed Gradebook:
– Organization of TAC is by Categories, Competencies
and Rubrics. This allows flexibility in attaching
assignments to multiple standards and in reporting on
those standards. This allows accurate and clear
communication of student performance and
achievement.
Standards Based Grading
Broken Grades – Evidence
pp. 51-78
• Fix #7 – Don’t organize information in grading reports by
assessment method or summarize into a single grade;
organize and report evidence by standard/learning goal
• Fix #8 – Don’t assign grades using inappropriate or
unclear performance standards;
provide clear descriptions of achievement standards
• Fix #9 – Don’t assign grades based on a student’s
achievement compared to other students;
compare each student’s performance to preset
standards
• Fix #10 – Don’t rely on evidence gathered using
assessments that fail to meet standards of quality;
rely only on quality assessments
Keys to Quality
Classroom Assessment
1.
2.
3.
4.
Clear Purposes
Clear Targets
Good Design & Methods
Sound Communication
Student Involvement in all keys!
So, do your students know what
are the targets for their learning?
Unpacking Outcomes into Targets…
Kinds of Learning Targets
Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom
Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.75 .
• Knowledge – The facts and concepts we
want students to know and understand.
• Reasoning – Students use what they
know to reason and solve problems
• Skills – Students use their knowledge and
reasoning to act skillfully
• Products – Students use their knowledge,
reasoning, and skills to create something
new.
• Dispositions – Students’ display attitudes
about school and learning.
Helpful Hints to Targets
Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment
for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.64, 70.
• Knowledge targets are identified in the
noun/noun phrase found in the expectation
• Reasoning targets are identified in the
verb/verb phrases found in the benchmark
– analytical, compare/contrast, synthesis, classification,
inference/deduction, evaluative
• Skill targets always have knowledge targets
• Product targets have to be discerned apart from
the product tasks we ask students to create
• Disposition targets reflect attitudes or feelings
(BUT I WANT THEM TO DEEPLY APPRECIATE
THE USEFULNESSES OF BAR GRAPHS)
Organize data using concrete objects, pictures, tallies,
tables, charts, diagrams, and graphs
KNOWLEDGE/UNDERSTANDING
REASONING
SKILLS
PRODUCTS
DISPOSITIONS
Practice Unpacking Activity 2
• With a partner,
– Unpack these expectations into learning targets
• Knowledge/understanding, reasoning, skills,
products
• As a group:
– Dialogue about your interpretation
of the identified targets
– Determine and note if there are
any targets that need to be added
“carry-on”
Unpacking for the Students
• Targets are clearer for the student
when they are put into positive
“I can” statements.
• They may be unpacked to include more
concrete understandings.
• Using your previous unpacked learning
outcomes, create “I can” statements for
your students.
I
C
A
N
Unpacking Your Outcomes- Activity 3
1. Choose a outcome
(benchmark/expectation) that your
students will learn and you will teach in an
upcoming unit of instruction.
2. Write the outcome at the top of your
target/method planning sheet.
3. Complete the left hand side of the chart.
– Knowledge/understanding, reasoning, skills,
products, and/or dispositions
4. Check your understanding of the targets
with others.
Lunch
See you at 12:30 p.m.
Broken Grades – Evidence
pp. 51-78
• Fix #7 – Don’t organize information in grading reports by
assessment method or summarize into a single grade;
organize and report evidence by standard/learning goal
• Fix #8 – Don’t assign grades using inappropriate or
unclear performance standards;
provide clear descriptions of achievement standards
• Fix #9 – Don’t assign grades based on a student’s
achievement compared to other students;
compare each student’s performance to preset
standards
• Fix #10 – Don’t rely on evidence gathered using
assessments that fail to meet standards of quality;
rely only on quality assessments
Michigan AYP Targets:
Normal Curve or Attainable for All?
2002-04 2004-07 2007-10 2010-11 2011-12 2012-13 2013-14
Elementary
Mathematics
47%
56%
65%
74%
82%
91%
100%
ELA
38%
48%
59%
69%
79%
90%
100%
Mathematics
31%
43%
54%
66%
77%
89%
100%
ELA
31%
43%
54%
66%
77%
89%
100%
Mathematics
33%
44%
55%
67%
78%
89%
100%
ELA
42%
52%
61%
71%
81%
90%
100%
Middle School
High School
Source: Presentation by Paul Bielawski, MDE/OEAA, June, 2007
Source: Ken O’Connor, “15 Fixes for Broken Grades” Videoconference, May 10, 2010
Broken Grades – Evidence
pp. 51-78
• Fix #7 – Don’t organize information in grading reports by
assessment method or summarize into a single grade;
organize and report evidence by standard/learning goal
• Fix #8 – Don’t assign grades using inappropriate or
unclear performance standards;
provide clear descriptions of achievement standards
• Fix #9 – Don’t assign grades based on a student’s
achievement compared to other students;
compare each student’s performance to preset
standards
• Fix #10 – Don’t rely on evidence gathered using
assessments that fail to meet standards of quality;
rely only on quality assessments
Keys to Quality
Classroom Assessment
1.
2.
3.
4.
Clear Purposes
Clear Targets
Good Design & Methods
Sound Communication
Student Involvement in all keys!
Measuring Student Achievement –
Activity 4
• Individually,
– Read the following narrative about a school
district studying their student achievement.
• What about this school looks/sounds/feels
like your school?
• What would be your plan of action?
Donegal’s Plan of Action
• Professional development on assessment
• Unpacked expectations for assessment
• Developed a standards template for
designing assessment tasks
• Met in teams to analyze assessments
Methods of Assessment
Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment
for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p. 91-93.
• Selected response
– one answer is correct; sometimes taken from a list
• Extended written response
– constructed into sentences; criteria given for quality
• Performance assessment
– observed product of learning; criteria given for quality
• Personal communication
– interaction with student; uses checklist or criteria
Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen.
Classroom Assessment for Student Learning. Assessment Training Institute, Inc.,
Portland, Oregon, 2004, p.100
Organize data using concrete objects, pictures, tallies,
tables, charts, diagrams, and graphs
KNOWLEDGE/UNDERSTANDING
Selected
Extended Written
REASONING
Selected Extended Written
Performance
Personal
SKILLS
PRODUCTS
Performance
Personal Communication
Extended Written
Performance
Methods of Assessment
• Selected response
• Extended written response
• Performance assessment
• Personal communication
AUTHENTIC
Authentic Academic
Achievement
• Construction of Knowledge
producing meaning
from prior experiences
• Disciplined Inquiry
cognitive work
for in-depth understanding
• Value Beyond School
meaning apart from documenting
competence Newmann, Secada, and Wehlage, “A Guide to
Authentic Instruction and Assessment”, 1995
Seven Standards for
Assessment Tasks
• Organization of Information
• Consideration of Alternatives
•
•
•
•
•
Disciplinary Content
Disciplinary Process
Elaborated Written Communication
Problem Connected to the World Beyond School
Audience Beyond the School
Newmann, Secada, and Wehlage, “A Guide to
Authentic Instruction and Assessment”, 1995
Examples of Assessment Tasks
• Students will design a poster showing the history of a
major city of a U.S. region.
• Students will collect data on the number and type of
forest animals and create an graphic representation of
the populations.
• Students will tell about three different events in their
week, identifying correctly when each occurs.
• Students will write a persuasive essay about a position
on a current monetary or fiscal policy that addresses
unemployment.
• Students will conduct a lab experiment on states of
water, recording observations of freezing and thawing
points.
• Students will make a PowerPoint presentation to a
younger audience about a tribe of Michigan Native
Americans.
Source: Rigor and Relevance Framework, International Center for
Leadership in Education, http://www.leadered.com/rrr.html
Target-Method Match - Activity 5
• Individually:
– Refer to the chart showing the target-method
match.
– On your right hand side of the chart of your
target/method planning sheet, list the
methods that would be the best matches for
the targets you have identified.
• As a group:
– Compare your matches
– Come to consensus on any differences
Reflection on Current Grading Practices of
Low Quality or Poorly Organized Evidence
• Review your understanding of Fixes 7-10.
• Write some notes to yourself about your:
New Learning
Wonderments
Questions
Next Steps
Break
Broken Grades –
Calculations
• Fix #11 – Don’t rely on only the mean;
consider other measures of central
tendency and use professional judgment
• Fix #12 – Don’t include zeroes when
evidence is missing or as a punishment;
use alternatives to determine real
achievement
Grading Scenarios - Activity 6
• With a partner,
– Given the following scenarios and students,
answer the three questions:
• Best? Fair? Deserve?
• As a group,
– What other professional judgment would be
used to make a decision?
– What “fixes” would you recommend to this
grading and reporting scenario?
Grading Scenario - Activity 7
• Individually,
– Given the following information about these
students, determine their final grade for the
unit.
• As a small group,
– Share your grades for the students.
• As a whole group,
– What “fixes” would you recommend to this
grading and reporting scenario?
Adrian Middle School
Reflection on Current Grading Practices of
Inappropriate Grade Calculation
• Review your understanding of Fixes 11-12.
• Write some notes to yourself about your:
New Learning
Wonderments
Questions
Next Steps
Video Segment #5:
Student-Involved
Formative Assessment
• How do we get student involvement in grading
and reporting?
– Student-friendly ____________________________
– Student-involved ___________________________
– Student-involved ___________________________
• The two questions students in classrooms
should always know the answer to are:
______________________________________?
______________________________________?
Student Motivation and Assessment
Source: McTighe, J. and O’Connor, K. “Seven Practices for Effective Learning”.
(November, 2005) Educational Leadership, Volume 63:3. Retrieved July 30, 2009
from
http://www.ascd.org/publications/educational_leadership/nov05/vol63/num03/Seven_Practices_for_Effective_Learning.aspx
• Task clarity—when students clearly
understand the learning goal and know
how teachers will evaluate their learning
• Relevance—when students think the
learning goals and assessments are
meaningful and worth learning
• Potential for success—when students
believe they can successfully learn and
meet the evaluative expectations
Broken Grades –
Student Learning
• Fix #13 – Don’t use information from formative
assessments and practice to determine grades;
use only summative evidence.
• Fix #14 – Don’t summarize evidence over time
when learning is developmental and will grow
over time; emphasize the most recent
achievement
• Fix #15 – Don’t leave students out of the grading
process. Involve students to promote
achievement.
Source: Ken O’Connor, “15 Fixes for Broken Grades” Videoconference, May 10, 2010
Source: Ken O’Connor, “15 Fixes for Broken Grades” Videoconference, May 10, 2010
Seven Strategies of
Assessment for Learning
Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom
Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.42 .
• Where am I going?
– Clear targets
– Models of work
• Where am I now?
– Descriptive Feedback
– Student self-assessment/goal setting
• How can I close the gap?
– Lessons that focus on one target at a time
– Teaching self-reflection
– Student record-keeping
Broken Grades –
Student Learning
• Fix #13 – Don’t use information from formative
assessments and practice to determine grades;
use only summative evidence.
• Fix #14 – Don’t summarize evidence over time
when learning is developmental and will grow
over time; emphasize the most recent
achievement
• Fix #15 – Don’t leave students out of the grading
process. Involve students to promote
achievement.
Source: Ken O’Connor, “15 Fixes for Broken Grades” Videoconference, May 10, 2010
How good is good enough?
• Local criteria by local educators
– keys: collaboration and consistency
• May change over time
– 80% now, then 90% later
• Compensatory approach considered
– High performance on one measure can
compensate for lower performance on
another measure
Sources:
Carr, J. and Harris, D. (2001). Succeeding With Standards: Linking Curriculum,
Assessment, and Action Planning. Alexandria, VA: ASCD.
Brookhart, S. M. (2009). The Many Meanings of "Multiple Measures" Educational
Leadership. Volume 67, Number 3. Alexandria, VA: ASCD.
Broken Grades –
Student Learning
• Fix #13 – Don’t use information from formative
assessments and practice to determine grades;
use only summative evidence.
• Fix #14 – Don’t summarize evidence over time
when learning is developmental and will grow
over time; emphasize the most recent
achievement
• Fix #15 – Don’t leave students out of the grading
process. Involve students to promote
achievement.
Source: Ken O’Connor, “15 Fixes for Broken Grades” Videoconference, May 10, 2010
Talking Points
Presentation by Jay McTighe,
November 30, 2007, Macomb ISD
• “Students should be presumed
innocent of understanding until
convicted by evidence.”
• Prior knowledge is like the
largest part of the iceberg.
• “Think photo album versus
snapshot” when it comes to
assessment.
Teacher reflection on
involving students
• Setting goals
• Self-assessment
Adrian Middle School
Questions
Stan Masters
Coordinator of
Instructional Data Services
Lenawee Intermediate School District
2946 Sutton Road
Adrian, Michigan 49921
517-265-1606 (phone)
517-265-7079 (fax)
[email protected]
http://lisd.us/curriculum