Implementing Standards- Based Grading and …...Guskey & Bailey, p.119-124, Developing...
Transcript of Implementing Standards- Based Grading and …...Guskey & Bailey, p.119-124, Developing...
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Implementing Standards-Based Grading and
Reporting The American School of Dubai
NESA Implementation Continuum
Hopes and Fears At your table list the things that you are hopeful will come from a move to a standards-based grading and reporting model. Next list what fears you have about moving to a standards-based grading and reporting model.
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Our Hopes (& Realities) Better feedback for students More clarity for students and parents Focused on learning rather than points Better assessment design More transparency and accountability
Our Fears at Implementation Teacher Readiness & Resistance Parent & Student Resistance Exploring the relatively unknown Implementing new technology interface
● Identify the need ● Identify where you are in your grading
practices ● Create dynamic pressure ● Determine non-negotiables ● Focus on LEARNING
How we got started
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1. Learning has inherent value. 2. Learners experience the power of an idea for themselves. 3. Learning is enhanced when goals are clear and personalized. 4. Learners engage when they see the importance of the work and experience a sense of accomplishment
5. Learners need clear expectations for quality of process, performance and product. 6. Learners thrive in a safe environment.
7. Effective feedback, reflection and self-assessment are essential to deepen and extend learning. 8. Independent thinking and creativity flourish within a stimulating environment.
Focus on Learning – Learning Principles
Deepening Understanding Lead with research ● Developing Standards-Based Report Cards - Tom
Guskey & Jane Bailey ● A Repair Kit for Grading: 15 Fixes for Broken Grades -
Ken O’Connor ● Many articles and books by Rick Stiggins, Jan Chappuis
and the folks at ATI ● Article and Videos by Rick Wormeli, Douglas Reeves ● Schooling by Design - Wiggins & McTighe
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● Linear ○ Tom’s 15 Questions
1………………………………….15
Finding Your Path
● Define purpose for reporting ● READ, READ, READ & SHARE
● Define criteria for achievement levels
● Define criteria for learner development
● Investigate possible grading programs
Finding Your Path
Finding the Path - and Listening
● As Expected
Still headed in the right direction!
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ASD Purpose of Reporting: The purpose of this report is to communicate to parents and students specific and useful information about students' level of proficiency in meeting learning goals, development of learning habits and identified areas of strength as well as areas for growth.
1. Purpose for Reporting
ASD Purpose of Reporting: The purpose of this report is to communicate to parents and students specific and useful information about students' level of proficiency in meeting learning goals, development of learning habits and identified areas of strength as well as areas for growth.
1. Purpose for Reporting
Define the Process Criteria
Behavior, participation, effort, skills, knowledge, practice, performance, organization, timeliness, conceptual understanding
Math - B
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Separate Process from Academic Achievement
Behavior, participation,
effort, practice
Skills, knowledge, performance, conceptual
understanding
Four Distinct Learner Development Grades
Achievement Grades Aligned to
Standards
Established Our Initial Agreements • We will separate behavior from academic achievement • The consequences for late and missing work is doing the
work In High School • We still give a GPA • We still allow for +/- because our GPA changes according to a
+/- system • We give an aggregate letter grade for each subject area • Our report card changed, transcript didn’t • Consequences for academic dishonesty, eligibility, prerequisites
Investigating Technology to support SBGR
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Action Planning screen shot of action plan here
Initiating Implementation Processes to define criteria for levels of proficiency for Academic Marks Committees to define criteria for levels of proficiency for Learner Development Marks
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Power of the Pyramid
Our guiding question:
If percentages were taken out of the equation, what words would you use to describe an A level of achievement in your class? B? C?
Guskey & Bailey, p.119-124, Developing Standards-Based Report Cards, questions 8 and 9
A Repair Kit for Grading: 15 Fixes for Broken Grades, p 67-78, Fix #8,
Define the Academic Criteria
Achievement Level Quality Descriptor
A Exemplary
Consistently demonstrates extensive knowledge and understanding of content and concepts. Communicates learning with a high degree of clarity and accuracy, makes insightful connections and applies skills in new situations to create high quality, original work.
B Proficient
Consistently demonstrates proficient knowledge and understanding of content and concepts. Frequently communicates learning with a considerable degree of clarity and accuracy. Frequently applies skills and makes connections in order to create high quality work.
C Adequate
Demonstrates adequate knowledge and understanding of the required content and concepts. Occasionally communicates learning with some degree of clarity and accuracy. Applies skills to familiar situations and creates satisfactory work.
D Limited
Demonstrates limited knowledge and understanding of the required content and concepts. Communicates learning with a lack of clarity and/or accuracy. Creates work that needs improvement and skills are limited.
F Did Not Demonstrate
Did not demonstrate adequate knowledge and understanding of the required content and concepts. Did not communicate learning with clarity or accuracy. Did not apply skills and work is incomplete or of poor quality.
Insufficient Evidence No Grade
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ES Achievement Levels
Define Process Standards “Learner Development Criteria” in MS/HS
• Positive Learning Attitude • Organization and Time Management • Collaboration and Participation • Core Values in Action
ES Social And Work Habits
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High School
file://localhost/.file/id=6571367.5231636
High School Report Card
Middle School
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Elementary School - Reading
ES Math
ES Social Studies
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Shifts Before the Transition
Sample Test Cover (feedback) Sheet
Strand Standards Test Items
A Exemplary B Proficient
C Adequate
Revision Necessary
Algebra – Arithmetic with Polynomials and Rational Expressions
Simplify expressions – (exponent rules) 1a, 1b,1c,1d, 1e, 1f, 1g, 1h, 1i, 1j
Adding/subtracting polynomials 2a, 2b, 2c
Multiplying polynomials 3a, 3b, 3c, 3d, 3e, 3f, 3g
Factoring Polynomials 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h, 4i, 4j, 4k, 4l, 4m, 4n, 4o, 8
Algebra – Arithmetic with Polynomials and Rational Expressions/ Modeling
Add/Subtract/Multiply Polynomials Geometry 5, 6, 7
Reporting Strands: Spanish Class
12 / 13 2013-14 and future
Tests Homework Quizzes Participation Grade: B
Reading B Writing B Speaking/ B Listening Grade: B
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I Can…. Standards translated to student-friendly language
Assessments and rubrics refined
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Assessments and rubrics refined
Clear Targets - Student Tracking
In Hindsight • Another year in transition to focus on
assessment • More attention to the shifts this requires in
instructional practice • More attention on student tracking systems
and increased student agency • Formative Platform (not mixing formative/
summative)
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Still Learning • Keep on Keepin’ On – even though other
initiatives try to take our focus • AP Correlations to SBGR • Revisiting our standards for priority • Continued assessment work – specifically
formative/feedback • Focus on student agency • Refocus on the achievement levels as basis for
rubrics
● Recruitment & New Hire Support ● Continued communication to students and parents and
among divisions
● A “Deployment Plan” to address the just in time needs of teachers
Considerations in the Transition
Importance of language Performance vs. Points Formative & Summative vs. Homework & Tests Learning vs. Grades Practice and Product Vocabulary
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Helpful phrases to remember When looking at grades, don’t be a day trader, be a long-
term investor Grades are an indicator of performance, not to be used for
punishment or reward Consequence for not doing the work, is doing the work Is learning the focus in this conversation?
HS Student Feedback What are the strengths of the current grading system? “I used to just look at my test grade and say, ok I got a B.
Now I see everything I did well and what I need to work on for the next test.”
“Specifically shows me where I need to improve.” “No longer one % grade, but it is split into tangible pieces
of knowledge whose progress can be tracked” “My education is much more focused now”