Middle level grading

Middle Level Grading

Board of Education Meeting July 28, 2011

How did we get here?And were is this going to take us?

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Principles of Learning

All students can learn, and they learn at different rates and in different ways; they can learn from making errors and takings risks; students can create and understand goals.

General Belief Statements About Learning

Late Assignment? Automatic 50% reduction in points.Don’t get it the first time? Maybe someone can work with you at home. You don’t quiz/test well? You must not know the material. Feedback on assignments? I will get it to you when I have time.

What was happening was not reflecting our beliefs…


2008-2011

District teachers attended Marzano grading consortiums

Discussions at the Leadership Team level

Elementary and Middle School scoring guide development and implementation after Park Hill Standards were “unpacked”

Standards-based Elementary report cards issued

2012-2013Middle school standards-based report cards will be issued

Timeline/History

Grades mean different things

Grades are aggregated – feedback is not specific or standards-based

Assessments/Assignments may not have reflected learning goals

Grades do not motivate learning, but grades may motivate work completion

Variability in and between Middle Schools

Additional Concerns

Building Involvement in creation of Middle Level

Plan

So that our students have college and career readiness, it is our belief that our teaching and assessment practices should reflect the time in which we live.


What do we want grades to be?


Consortium

Other Current Research (O’Connor, Marzano, Popham, Stiggins, Guskey, Black & Wiliam, etc.)

Key resources consulted Book Studies

As it relates to accuracy and grades meaning different things:

“A grade should give as clear a measure as possible of the best a student can do. Too often, grades reflect an unknown mixture of multiple factors.”

Tomlinson & McTighe

What some of the research says…

As grading relates to motivation and using of grades as punishment:

“No studies support the use of low grades or marks as punishments. Instead of prompting greater effort, low grades more often cause students to withdraw from learning.”

- Guskey & Bailey

Further research

As to grading by specific learning goal:

“…reported that providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.”

John Hattie

Other academic research

As it relates to teachers improving skill at using classroom assessment:

If a teacher increases from the 50th to 84th percentile in her skill at using classroom assessment, it is predicted that student achievement would improve by 13 percentile points.

Black & Wiliam

Further research

“The re-testing stuff actually makes you study if you don’t understand it the first time. I really don’t like that my teachers make me re-test after school, but I guess I like having more chances to learn something.” –7th grade Congress student

“When Mrs. Lee makes me track my assessment results, I can see what I am good at and what I don’t get at all.”-8th grade Lakeview student

“I like that some of my teachers let me re-take in different ways. I have taken some quizzes using the clicker and that is easy.” -7th grade Lakeview student

What some students say…

Key Strategies of Standards-Based

Grading

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Separate Academic

& Non-Academic

CHAPTER 5 TEST Name:______________________ Hour:______

LG #1 _____ LG#2_____ LG#3_____ LG#4 _____ Total Grade:_________

Learning Goal #1 : Students will convert back and forth between fractions, decimal and percents.

Write each percent as a decimal. (Level 1)

1. 94.1% 1. _______

a) 0.941 b) 941 c) 94.1 d) 9.41

Learning Goal Focus

Learning Goals 1. Will compare, contrast and generalize various representations of patterns: graphically, numerically with words and symbolic rules (explicit notation) 2. Will identify functions as linear or nonlinear from tables using constant differences, patterns, graphs and equations. 3. Will model and solve problems using multiple representations (graphs, tables & linear equations). 4. Will analyze the nature of changes (including slope & intercepts) in quantities in linear relationships. 5. Will create, compare and evaluate appropriate graphical representations of data including scatter plots and box-and-whisker plots. 6. Will use and interpret measures of center, outliers and spread. 7. Will make conjectures about possible relationships between two characteristics of a sample using scatter plots and lines of best fit.

4 100 3.5 94 – 99

3 90 – 93

2.5 84 – 89 2 77 – 83 T T

1.5 67 – 76 E E 1 50 – 66 S S .5 25 – 49 T T 0 24 & below

A ssignment A

LG1 B

LG2 C

LG3 D

LG4 E

LG4 F

LG4 G

LG3,4 H

ALL I

ALL

J LG7

M

ALL

Monitoring student status toward learning

goals

Monitoring student status toward learning

goals

Learning Goal Sheets based on and modified from Marzano literature and consortiums.

Chapter 9 Learning Goals Assignment Key Concept Improvement Needed: Write what areas you need

improvement in before taking the quiz and test 9.1 Worksheet

Sequences

Formative assessment in the classroom

4.0 I know (can do) what was taught in class well enough to make connections that weren’t taught, and I am right about those connections.

3.0 I know (can do) everything that was taught in class (the basic and more complex parts) without making mistakes.

2.0 I know (can do) all the basic parts, but I do not know (cannot do) the more complex parts. 1.0 With help, I know (can do) some of the basic parts. 0.0 Even with help, I do not know (cannot do) any of the information taught in class.

Tracking sheets available through Googledocs so students can create virtual folders.

Increasing student involvement and ownership through Web 2.0

Increase differentiated instruction through Class Wikis and Blogs—completing assignments sitting in desks with pencil and paper doesn’t have to be the only way to show master of an objective.

Increasing student involvement and ownership through Web 2.0

What is the role of the librarian in standards-based

grading?

The librarian as a grader?

Not all assessments have to be

completed with pen/pencil and

paper!Image used under a Creative Commons license from http://wylio.com

The librarian as a

motivator?

Gaming…it’s not just for

playing anymore.

Images used under a Creative Commons license from http://wylio.com

What about books?

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Middle Level Grading Goals for the upcoming

year:

Image used under a Creative Commons license from Madison Area Technical College.

"Don't limit a child to your own learning, for

he was born in a different time. "

Rabindranath Tagore

Black, Paul and Dylan Wiliam. “Inside the Black Box: Raising Standards Through Classroom Assessment.” Phi Delta Kappan 80.2 (1998): 139-148. Print.

Guskey, Thomas and Jane Bailey. Developing Grading and Reporting Systems for Students Learning. Thousand Oaks: Corwin. (2000). Print.

Hattie, John. Visible Learning: A Synthesis of Over 800 Meta-Analyses Related to Achievement. New York: Routledge. (2009). Print.

Marzano, Robert. Classroom Assessment & Grading That Work. Alexandria: Association for Supervision and Curriculum Development, 2006. Print.

Marzano, Robert. Formative Assessment & Standards Based Grading. Bloomington: Marzano Research Laboratory, 2010. Print.

O’Connor, Ken. A Repair Kit for Broken Grades: Fifteen Fixes for Broken Grades, 2nd Ed. New York: Pearson, 2010. Print.

Tomlinson, Carol and Jim McTighe. Integrating Differentiated Instruction & Learning By Design. Alexandria: Association for Supervision and Curriculum Development, 2006. Print.

Works Cited

Middle level grading

Education

Transcript of Middle level grading