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Grading and Assessment at Liberty Elementary November 1, 2011.

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Presentation on theme: "Grading and Assessment at Liberty Elementary November 1, 2011."— Presentation transcript:

1 Grading and Assessment at Liberty Elementary November 1, 2011

2 ASSESSMENT AND GRADING A C 4 3B2 E N

3 Communicate Student Progress

4 Statements that describe what children need to know and be able to do

5 “How do teachers determine what to teach?”

6 VA Standards of Learning LCPS Curriculum Guides

7 “ Once a standard is taught, is there a way to know how well my child learned it?”

8 FormativeandSummative

9  Rick Wormeli on Formative and Summative Assessment   One of the first Nationally Board Certified teachers in America, Rick Wormeli brings innovation, energy, validity and high standards to both his presentations, and his instructional practice, which includes 30 years teaching math, science, English, physical education, health, and history and coaching teachers. He has a full resume of publications of books, articles and has appeared on several television shows as an expert in teaching and instruction. He’s called upon as a consultant and has presented teaching practices to school systems in all 50 states and many countries abroad.

10  The process of gathering information about student achievement to inform instructional decisions (Stiggins)  Assessment for Instruction  Takes place DURING instruction FORMATIVE

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12 Dry Erase Boards Activote system Exit Tickets Dipsticking Interactive Learning Journaling

13 Use as sources of information for students and teachers Follow with high-quality corrective instruction Give students multiple chances to demonstrate success Guskey

14 Periodic Quizzes Formative or Summative?

15  Generally taken by students at the end of a unit or semester to demonstrate the “sum” of what they have or have not learned  Assessment of Learning  Takes place AFTER instruction

16  SOL Tests  Performance Assessments  Open-ended questions  Writing responses  Classroom projects  Tests, quizzes, exams, etc. 16

17 Higher Order Thinking Skills  CREATING  EVALUATING  ANALYZING  APPLYING  UNDERSTANDING  REMEMBERING Lower Order Thinking Skills

18 Critical Thinking Initiative Explicit teaching of Thinking Models integrates the direct instruction of specific thinking skills into content area lessons.  Determining Parts-Whole Relationships  Comparing and Contrasting  Reasoning by Analogy  Decision Making STEM Initiative Mission: We believe that cultivating active thinking through a STEM instructional approach will prepare students for their future.  Inquiry-based instruction  Many ways of viewing a problem and solution  Apply information gained along the way  Analyze and explain results Hmmm…

19 Criteria in level “3” and consistently mastered standard and apply it as a whole In depth inferences and applications that go beyond what was taught Uses Content to create an original idea or product 4 Exceeds Consistently mastered individual skills or content taught No major errors or omissions regarding any information or processes 3 Met the Standard Mastered some of the required content Has not yet displayed full mastery Recalls the skill/content inconsistently 2 Progressing Towards The Standard Has not learned the required content or mastered the required skills Needs significant teacher support Responses are limited and /or incomplete 1 Below the standard

20 Criteria in level “3” and consistently mastered standard and apply it as a whole In depth inferences and applications that go beyond what was taught Uses Content to create an original idea or product 4 Exceeds In addition to a “3”, partial success at inferences and applications that go beyond what was taught 3+ Consistently mastered individual skills or content taught No major errors or omissions regarding any information or processes 3 Met the Standard No major errors or omissions regarding details and process and partial knowledge of the more complex id eas 2+ Mastered some of the required content Has not yet displayed full mastery Recalls the skill/content inconsistently 2 Progressing Towards the Standard Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures 1+ Has not learned the required content or mastered the required skills Needs significant teacher support Responses are limited and /or incomplete 1 Below Standard

21 Requires minimal supervision Completes assigned tasks independently Steady attendance and always arrives and leaves on time Requires some supervision Completes some tasks independently Occasionally absent or late Requires little to no supervision Takes initiative to complete tasks at a high level of competency Rarely absent and stays late to ensure job completion Requires constant supervision and retraining Needs assistance to complete tasks Frequently absent or late Requires constant supervision and retraining Needs assistance to complete tasks Frequently absent or late Can you distinguish 1 through 4?

22 Requires minimal supervision Completes assigned tasks independently Steady attendance and always arrives and leaves on time Requires some supervision Completes some tasks independently Occasionally absent or late Requires little to no supervision Takes initiative to complete tasks at a high level of competency Rarely absent and stays late to ensure job completion Needs assistance to complete tasks Frequently absent or late Requires constant supervision and retraining Needs assistance to complete tasks Frequently absent or late Requires constant supervision and retraining

23 4- More Complex Learning Target In addition to level 3 extends learning of concept : transfer to other contexts, demonstrate higher order thinking skills, explain or justify answers… 3- Learning Target What we expect when students have mastered content or skills 2- Simpler Learning Target The knowledge and skills that are building blocks to the level 3 learning target: new knowledge, developing skills, some independence… 1-Supportive Learning Target The knowledge and skills that are building blocks to the level 2 learning target: prior knowledge, simpler skills, ability to do with assistance…

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29  Connecting the Learning Progression Scales to the Report Card

30 Your child: Works independently Listens attentively Participates in class Seeks help when needed Completes assigned tasks Completes homework Follows school and classroom rules Follows oral directions Follows written directions Demonstrates organizational skills Manages time wisely Writes legibly in manuscript Demonstrates self-control Works productively in a group Shows respect for others and their property Key O= Outstanding S= Satisfactory N= Needs Improvement

31 LOUDOUN COUNTY PUBLIC SCHOOLS Grades 1 and 2 READINGQUARTER Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement)S Adjusted Curriculum ( / = in use) Topic Statements Demonstrates knowledge of how print is organized and read E Reads assigned sight words M Develops and expands vocabulary M Applies phonetic principles P Uses multiple strategies when reading P Reads orally with fluency M Comprehends fiction P Comprehends non-fiction M Uses simple reference materials. Reading level: Q1: ON 02: | Q3:Q4: Progress Indicators E = Exceeds Standard M = Meets Standard P = Progressing Towards Standard B = Performing Below Standard = Denotes knowledge or skill not assessed at this time True Standards Based Report Card

32 LOUDOUN COUNTY PUBLIC SCHOOLS GRADES 3,4 and 5 REPORT CARD READING- Overall Subject Area Grade- Summative QUARTER 1234Y B Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement)S Adjusted Curriculum ( / = in use) Comprehends fiction Report Card Topic Statement Indicators2 Comprehends non-fiction2 Reads orally with fluency3 Develops and expands vocabulary in reading3 Comprehends information in printed and electronic resources to research a topic 2 Reading level: Q1:ON Q2: Q3: Q4 LANGUAGE ARTS 1234Y B Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement)S Adjusted Curriculum ( / = in use) Uses effective oral communication in a variety of settings2 Learns assigned spelling patterns3 Plans effectively for writing3 Expresses written ideas coherently and clearly2 Revises writing for style and content2 Edits writing for capitalization, punctuation, spelling, grammar and sentence structure 2 Grading Key Progress Indicators A = Outstanding 4 = Exceeds Standard B= Very Good 3 = Meets Standard 2 = Progressing Toward C=Satisfactory the Standard D = Needs Improvement 1 = Below Standard F=Not Performing = Denotes knowledge or skill not assessed at this time Progress Indicators Show child’s progress towards Meeting required standards A Grade reflects the “sum” of what students have or have not learned each quarter

33 SOL 5.11 &5.12 Geometry (Angles)  Formative- homework  Formative- oral explanation  Formative- in class practice  Summative- Angles quiz/test This process will continue throughout the unit.

34  The main problem with averaging students’ scores on formative assessments is that averaging assumes that no learning has occurred from assessment to assessment. Marzano 2006  Students will not be penalized for growth.

35  The ultimate goal of assessing students is to know how they are doing at the END of the grading period. Average Grade: C Final Grade: A

36 Averaging  (F) 1  (F) 2  Summative 3  (F) 2  (F) 3  Summative 4  (F) 2  (F) 3  Summative 4  Final Grade= B Formatives Not Averaged  (F) 1  (F) 2  (F) 3  (F) 2  (F) 3  Final Grade= A  Summative 3  Summative 4

37  Keep in mind that the elementary report card is meant to be developmental and lay a foundation for future learning  Grades are not the focus… learning is the focus  The report card reflects what a child currently knows  Communicate with your child’s teacher

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