MODULE 4 Standards-Based Grading & Reporting

MODULE 4 Standards-Based Grading & Reporting
Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 HUT Activity #1: “If a process for implementing standards is not in place, then…” #2: “If standards-based assessment is not in place, then…” #3: “If standards-based instruction is not in place, then…” #4: “If effective leadership and continued professional development are not in place, then…” #5: Observe for now Stand up and get into groups of 5. Put your hands together (may need to demonstrate hands) and make a HUT—Hands Up Together—when you have five people. Get together with other people who are not in your content area, grade level, or office. When you have your five, number off 1 through 5. Find your number on the slide and complete the If/Then statement you’ve been assigned to your group. Standards Based Grading and Reporting OCISS 6/30/04

“If all of the above are not in place, then standards-based grading…”
4/13/2017 “If all of the above are not in place, then standards-based grading…” Now, number 5 person, in light of what you heard, complete this statement. [Popcorn: Go around and get a few #5s to answer. If group small, get to all HUTs.] Standards Based Grading and Reporting OCISS 6/30/04

Standards Implementation Planning Model
4/13/2017 Standards Implementation Planning Model 1. Identify relevant standards. 2. Determine acceptable evidence and criteria. 3. Determine learning experiences that will enable students to learn what they need to know and to do. Involve students throughout the process 4. Teach and collect evidence of student learning. collect evidence of student learning. Module 1 covered the 6-step Standards Implementation Planning Model. The process should start with understanding the system of standards. Module 2 touched upon Steps 2 and 5 of the process in creating criteria for evaluating student work by developing a rubric. Module 3 defined the curriculum by specifying the content skills and assessment based on the school calendar (there is an overlap of several steps). Module 4 will cover Step 6: Looking at student work over time, evaluating, making a judgment about a grade, and reporting to students and parents. 5. Assess student work to inform instruction or use data to provide feedback. 6. Evaluate student work and make judgment on learning results and communicate findings. Standards Based Grading and Reporting OCISS 6/30/04

Purpose of this Module 4/13/2017 To provide a framework and tools for moving from traditional to standards-based grading and reporting. This module gives teachers an overview of standards-based grading and reporting. The presentation of these ideas requires two-days (720 minutes), but the actual study, planning, and implementation of these ideas will take an entire year. This module was developed to give teachers a framework and tools for moving from traditional to standards-based grading and reporting. It presumes that one size does not fit all and encourages further study and modification and adaptation of what is presented. It also assumes that standards-based instruction is in place in the classrooms. Standards Based Grading and Reporting OCISS 6/30/04

Outcomes Participants will critically examine their own grading practices, understand the complexity of grading, dialogue and make decisions at the school level about grading in a standards-based system. Participants will have guidelines for determining grades that are meaningful, consistent and that support learning. Participants will have models for collecting, documenting, recording, and reporting evidence. Participants will know how to involve students in the process. Standards Based Grading and Reporting OCISS 6/30/04

Key Concepts 4/13/2017 Grading is complex and needs to be critically examined and aligned with standards-based instruction and assessment. The practices for determining standards-based grades are different from those in a traditional grading system. Guidelines for grading should be established to create meaningful, consistent, fair, and accurate grades for students. Involvement of students enhances learning, motivates students, and keeps them apprised of their own growth and progress. Standards Based Grading and Reporting OCISS 6/30/04

2 Day Agenda DAY 1 DAY 2 Welcome & Introductions
4/13/2017 DAY 1 Welcome & Introductions Part I: Hawaii’s Standards-Based Report Card Implementation & Timelines PART II: Grading Issues, Practices, Purpose, & Assumptions PART III: Guidelines for Grading Process and Planning Time, Homework DAY 2 PART III: Guidelines for Grading (continued) PART IV: Determining Proficiency PART V: Focus on Special Needs PART VI: Developing a Grade Book Using Guidelines Process and Planning Time Part I will share the current status of Hawaii’s Standards-Based Report Card Implementation. Part II will explore Grading Practices, the Purpose of Grading and collect information on the perception of grading, and surface issues regarding grading from school staff. Part III will explain the 8 Guidelines for Grading. Part IV will explore determining proficiency in order to put a ‘mark’ on a report card. Part V will review grading and reporting issues related to students with special needs. Part VI will expand on the assessment practices from Module 2 and the planning done in Module 3 and move from “marks” on individual assignments/student work to determining a grade or “mark” on the report card by applying the grading guidelines to creating a gradebook. Standards Based Grading and Reporting OCISS 6/30/04

As a complex area support staff:
4/13/2017 As a complex area support staff: You will be working with teachers who are concerned about: The new standards-based report card What does it look like? When do I use it? Why are we changing? What does this mean to me? The rationale for the design of this module was that there was a request from CASs for information for complex staff working with schools/teachers who are concerned about what the report card looks like and so we will address that up front. Realize that as you work with schools/teachers that they are concerned with what the new report card will look like. That’s why we are sharing the current Hawaii Report Card implementation up front. Caution: “form” is not as important as “function” and the form will change. It has already from the input of the pilot schools. Standards Based Grading and Reporting OCISS 6/30/04

Standards-Based Grading & Reporting
Hawaii DOE’s Efforts Standards-Based Grading & Reporting Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Let’s focus on function first… BOE website (lilinote.k12.hi.us/STATE/BOE/HomePage.nsf/) go to Document Library, then BOE Policies 2400 SERIES-ORGANIZATIONS 2406 Middle Level Education 2407 High School Education 2408 Adult Education 2409 Content Standards for Adult Community Schools 4500 SERIES-STUDENT PERFORMANCE AND ACHIEVEMENT 4500 Student Promotion 4501 Assessing/Grading Student Performance 4502 Middle Level Education Promotion 4510 Reporting Student Progress 4520 Academic Requirements for Participation in Co-Curricular Activities 4530 Credits 4540 Graduation and Related We are changing the way we grade in accordance with BOE policy. For full details you can go on the website shown on this slide. Standards Based Grading and Reporting OCISS 6/30/04

To highlight a few key points from some of the policies:
4/13/2017 To highlight a few key points from some of the policies: 4500 – Promotion is based on progress towards Hawaii Content Performance Standards (HCPS); progress shall be systematically assessed and reported. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 4501 – Grades shall be based on achievement of HCPS and ratings to reflect attainment of General Learner Outcomes (GLOs); grades must meet the dual criteria of validity and reliability. Reg amendment: “All schools are to grade according to standards regardless of which report card format is being used. Phase I elementary schools use electronic report card, two secondary schools pilot electronic report card. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 4510- The involvement of the student should be considered essential since it is the students’ learning and growth that are being assessed. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Fairly new policy. [Ask how this district’s schools are configured; K-5, K-6?] It has impact for 6th graders who will not be promoted unless they pass all core courses. 4502- Middle level promotion policy requires completion of core courses based on HCPS. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 2407 – Vision of HS Graduate includes students demonstrating proficiency on HCPS and GLOs. Standards Based Grading and Reporting OCISS 6/30/04

Title: High School Education Series : 2400 SERIES-ORGANIZATIONS Statute #: 2407 cont.
Vision of a Hawaii Public School Graduate: All Hawaii public school graduates will: · Realize their individual goals and aspirations · Possess the attitudes, knowledge and skills necessary to contribute positively and compete in a global society · Exercise the rights and responsibilities of citizenship · Pursue post-secondary education and/or careers without the need for remediation. The Department of Education shall provide relevant support to high schools as they develop and implement their school-wide comprehensive plan that includes but is not limited to: · Personalization of the high school experience · Clear expectations that promote rigorous and relevant learning opportunities · Effective organization of time · Integration of technology throughout the curriculum · Professional development that facilitates and supports new roles and responsibilities through teaming · Strong leadership from all levels of the school community and educational system · Authentic and effective partnerships with post-secondary institutions, community agencies and businesses. These criteria shall be incorporated and addressed through the Standards Implementation Design Plan and the Western Association of Schools and Colleges (WASC) accreditation process. Approved: 10/16/03 Standards Based Grading and Reporting OCISS 6/30/04

Other Initiatives Hawaii Content & Performance Standards (HCPS)
4/13/2017 Other Initiatives Hawaii Content & Performance Standards (HCPS) Essential standards (Fall 2004) Proficiency level descriptors (draft for pilot schools 2004) Refined standards (2005) ACCN Laser ( ) Course Outlines (2005) New grad requirements ( ) Graduation Requirements BOE Approved = 2004 Effective Class of 2010 2006 = “D” no longer counts for credit [explain each] From 2006, “D’ no longer a passing grade. Refer to memos in Appendices. Standards Based Grading and Reporting OCISS 6/30/04

Implementation Timeline 2003-2004
4/13/2017 Implementation Timeline Elementary Paper/Pencil Pilot (10 schools) All elementary schools, rate GLOs Training Year for Standards-Based Grading for all schools Elementary Electronic Pilot (10 schools) 2 Secondary Electronic Pilots use eSIS for master scheduling Standards-Based Grading for ALL elementary schools Elementary Statewide Implementation, Phase I 2 Secondary Electronic Pilot of Standards-Based Report Card Elementary Statewide Implementation, Phase II, electronic RC Secondary Statewide Implementation, Phase I, electronic RC Secondary Statewide Implementation, Phase II, electronic RC For more information, send to: SY 04-05, all elementary schools rate GLOs. Refer to Appendices and Lotus Notes DOE Memos and Notices for the related memos. Phase in is due to the technological needs; not being able to provide computers to all schools at once. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Grading Scale Standards Based Grading and Reporting OCISS
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Standards Based Grading and Reporting
OCISS 6/30/04

Grading Scale for Pilot Report Card Status Report (per Reg. 4510.1)
Content Areas: E = Demonstrates exceptional academic performance; an in-depth understanding or exemplary display of HCPS M = Meets Proficiency, All standards S = Meets Proficiency, Majority of Standards (new) N = Demonstrates developing academic performance that almost meets standards; evolving understanding or display of HCPS. U = Demonstrates unsatisfactory academic performance; little or no understanding or display of HCPS. NA = Not Applicable at this time SC = See comment General Learner Outcomes: 4 = Consistently Demonstrates 3 = Usually Demonstrates 2 = Sometimes Demonstrates 1 = Rarely Demonstrates Standards Based Grading and Reporting OCISS 6/30/04

Draft Secondary Status Report
Student Performance The judgments and comments in this report are based on information gathered over time and from a variety of sources. The student’s achievement is determined from a variety of assessments that include teacher observations, class work, tests, projects and activities. Status Report 1 (for Semester/Term 1 courses) are not averages of the reporting periods. Each is an evaluation of the student’s cumulative, semester-end or year-end achievement of the standards. The quality of performance, or how well the student is achieving the Hawaii Content and Performance Standards, is reported by the following grading scales: Grade Scale for Courses (Based on Standards) Descriptor Guidelines A Exceeds Exceeds standards: Performance proficiency consistently exceeds standards. B Meets proficiency, Meets standards; Performance all standards is consistently at standards. C Meets proficiency Meets standards; Performance is majority of standards consistently at standards. D Approaches proficiency Shows progress towards standards F Well below proficiency Does not yet meet standards. N Not applicable at this time or incomplete Standards Based Grading and Reporting OCISS 6/30/04

Hawaii DOE Standards-Based Report Card
Elementary Pilot Schools: Haaheo - Hawaii Haiku - Maui Iroquois Point - Leeward Kalaheo - Kauai Maili - Leeward Maunawili - Windward Mililani-Ike - Central Mt. View - Hawaii Alvah Scott - Central Wilson - Honolulu Secondary Pilot Schools: Kahuku High & Intermediate Waianae Intermediate Standards Based Grading and Reporting OCISS 6/30/04

Pilot Forms p.1 & 2 4/13/2017 Draft Here is what the pilot schools’ report card looks like. Please be cautioned that since it is a pilot, revisions will be made from the information learned from the pilot schools and this form will change. If asked, there’s a place for attendance. GLOs are rated. Grading scale is noted. Standards Based Grading and Reporting OCISS 6/30/04

Pilot Forms p.3 & 4 Draft 4/13/2017 These pages include comments

eSIS system, report card - pilot
4/13/2017 under construction Here you see a screen shot of the electronic system. This format will change. eSIS system, report card - pilot Standards Based Grading and Reporting OCISS 6/30/04

GLO Rating Attachment for Report Card
4/13/2017 Draft This is the form that schools will be attaching to their report card SY March 24 memo for ordering GLOs NCR forms. Memo in Appendices. We realize it is a concern so we have devoted time on GLOs specifically on Day 2. [If a lot of concern about this, have them discuss at table by complex.] Information has gone out. Memos sent. What are you doing about this? What do you need to do to get schools ready? [Can acknowledge by charting on paper these efforts.] Standards Based Grading and Reporting OCISS 6/30/04

http://reportcard.k12.hi.us/doe 4/13/2017
For more information regarding the most current information about the report, please go to the report card site. This system will take strong leadership and ongoing professional development (support). It is all of our jobs. In your role in working with schools, what issues do you think teachers will have with standards-based grading and reporting? Standards Based Grading and Reporting OCISS 6/30/04

Activity What are some issues teachers face with grading?
4/13/2017 Activity What are some issues teachers face with grading? On your own, brainstorm issues a teacher faces when giving grades. Share them with your group. Cluster issues that seem to be related. Give each cluster a label. What are some of your labels? [facilitators circulate and assist at tables] Standards Based Grading and Reporting OCISS 6/30/04

What are some underlying perspectives on grading?
4/13/2017 What are some underlying perspectives on grading? Grading: Is not essential for learning Is complicated Is subjective and emotional Is inescapable Has a limited research base Has no single best practice If faulty, can damage students--and teachers What are the issues and concerns that teachers may face with standards-based grading? So let’s consider grading from the teacher’s perspective. Turn to the person next to you and share how you graded when you first started teaching. Now, reverse roles. Your partner shares with you how they’ve graded in the past. Standards Based Grading and Reporting OCISS 6/30/04

Where do teachers get their grading practices?
4/13/2017 Where do teachers get their grading practices? The policies and practices they experienced as students Their personal philosophies of teaching and learning State, district, department, or grade level policies on grading and reporting Their undergraduate teacher preparation programs Now let’s see where most teachers get their grading practices. Are there any surprises? Standards Based Grading and Reporting OCISS 6/30/04

What do parents most want to know about their child’s teacher?
4/13/2017 What do parents most want to know about their child’s teacher? That the teacher is competent That the teacher cares about their child as an individual Now let’s consider grading from the perspective of parents. What do you think they most want to know about their child’s teacher? Any surprises this time? Does this fit with what you want from your child’s teacher? Where do grades fit into this? [Perhaps pose the possibility that grades properly arrived at might be one way of determining whether a teacher is competent and how much the teacher cares about the child, while a faulty grade might be a way of determining the opposite.] Standards Based Grading and Reporting OCISS 6/30/04

Why must we change the way we grade students?
4/13/2017 Why must we change the way we grade students? The growing emphasis on standards and performance assessments makes current reporting practices inadequate. Parents and community members are demanding more and better information about student progress in learning. Advances in technology allow more efficient reporting of detailed information on student learning. Grading and reporting are recognized as one of educators’ most important responsibilities. There is growing awareness of the gap between our knowledge base and common practice in grading and reporting. We’ve considered grading from the points of view of the teacher and the parent. Now let’s look at grading from the point of view of the system. Why must we change the way we grade students? Besides it being Board policy, standards-based information will give the most information to parents and schools about what the student knows and is able to do. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 What are the qualities that determine good evidence in grading and reporting? Validity: the appropriateness & adequacy of interpretations Reliability: the consistency of assessment results Quantity: multiple sources for instructional and grading purposes This was covered in Module 2. Standards Based Grading and Reporting OCISS 6/30/04

What are the major purposes for grading and reporting?
4/13/2017 What are the major purposes for grading and reporting? To communicate the achievement status of students to parents and others To provide information that students can use for self-evaluation To select, identify, or group students for certain educational paths or programs To provide incentives for students to learn To evaluate the effectiveness of instructional programs To provide evidence of students’ effort or responsibility Let’s stay with the system perspective and consider the purposes we need to keep in mind as we change our grading practices. The DOE uses grades to determine eligibility for extra-curricular activities. But did you know that some companies lower car insurance premiums for students with high GPAs? However, the primary purpose is to communicate achievement to parents and others. If communication is the primary purpose of grading, how can we insure that the grades we communicate are meaningful? Standards Based Grading and Reporting OCISS 6/30/04

What must we keep in mind as we grade and report student learning?
4/13/2017 What must we keep in mind as we grade and report student learning? The primary goal of grading and reporting is communication. Grading and reporting are integral parts of the instructional process. Good reporting is based on good evidence. Changes in grading and reporting are best accomplished through the development of a comprehensive reporting system. If you had to pick one word from this slide to represent the change from a traditional to a standards-based grading system, which word would it be? Standards Based Grading and Reporting OCISS 6/30/04

Two Ways to Assess Human Performance
4/13/2017 Two Ways to Assess Human Performance What do these two illustrations represent to you?” (after a while) An additional hint is to look at the picture. Two ways to assess human performance is a) person against person, and b) against a criteria. Standards Based Grading and Reporting OCISS 6/30/04

What’s the Difference? Norms are: Moveable Competitive Measure speed
4/13/2017 What’s the Difference? Norms are: Moveable Competitive Measure speed Dumbed down Simple Display effects Standards are: Fixed Cooperative Measuring proficiency Challenging Complicated Addressing causes Consider one testing experience that most high school students go through: the test to get a driver’s license. Is it standards-based or norm-referenced? What would our world be like if it were norm-referenced? Could a standards-based system work with norm-referenced grading? (Time permitting) [Have participants share ahas] Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 All right, let’s move on. We’ve looked at grading from the perspectives of the teacher, the parent, and the system. We’ve considered the difference between norm-referenced and criterion-referenced, that is, standards-based, grading. Now let’s turn to the nitty-gritty. Let’s examine a page from a grade book for Kindergarten Language Arts. 6/30/04

Sample Grade Book Look at sample grade book. What do you notice?
4/13/2017 Sample Grade Book Look at sample grade book. What do you notice? What questions do you have? Take two minutes to look at the grade book. Make notes on the sheet if they’re helpful. When you’re ready, turn to the person next to you and compare your findings. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 As our discussion showed, this grade book was not meant to be a model of standards-based grading but includes examples and non-examples. It was intended to show some of the information we might find in the grade book of a teacher in transition from traditional grading to standards-based grading. It is also a tool to start the dialogue about grade books. So in the time we have left today and again in the morning of Day 2, we’re going to look at eight guidelines that would help such a teacher complete the transition. These will be familiar to those of you who’ve read Ken O’Connor’s How to Grade for Learning or who have attended one of his presentations. You may notice that the wording is slightly different; these were adapted with Ken’s permission to more specifically reflect our Hawaii standards and initiatives. Standards Based Grading and Reporting OCISS 6/30/04

What are the eight guidelines for grading?
4/13/2017 What are the eight guidelines for grading? Basis for grading - Relate grading procedures to Hawaii Content and Performance Standards II and the General Learner Outcomes. Reference Points - Use the Grade Level Performance Indicators and Grading Scale to determine grades. Ingredients - Grades should be based on individual achievement. Sources of Information - Not everything needs to be included in grades. Changing Grades - Update grades periodically based on more recent learning; look at the preponderance of evidence. Number Crunching - Don’t average. Quality - Use quality assessment(s) and properly recorded evidence of learning. Student Understanding - Involve students in the assessment process. These are the eight guidelines for grading. We’re now going to consider each of these guidelines in turn. With all of them, I’m going to ask you to refer back to the sample grade book from language arts that was passed out earlier. [Hold up Handout 2]. Would you find it now and put it where you can get at it easily? For all of you, but especially for those already familiar with the guidelines, we ask that you take them a step further and begin to figure out how you can make them operational. How will these guidelines look if you carry them out in your grade book? If you’re not a classroom teacher, think of teachers you work with and their gradebook. Determine the grade level, the subject area—pick one whose standards you know best—the marking period, and any other detail that will help make it real. So with that gradebook in mind, let’s start. Standards Based Grading and Reporting OCISS 6/30/04 Adapted by TDS with permission from Ken O’Connor.

Guideline 1: Basis for Grades
4/13/2017 Guideline 1: Basis for Grades Relate grading procedures to Hawaii Content and Performance Standards II and the General Learner Outcomes. Let’s look at Guideline #1. Since we’re talking standards-based, obviously the starting point would be HCPS II and the GLOs. The second slide shows the tools for identifying the standards. We know that many teachers include considerations other than HCPS II and the GLOs when grading. Let’s look at a scenario that shows one teacher doing this. Standards Based Grading and Reporting OCISS 6/30/04

1. Basis for Grading Relate grading procedures to Hawaii Content and Performance Standards II and the General Learner Outcomes. Standards Based Grading and Reporting OCISS 6/30/04

What do teachers base grades on?

4/13/2017 Case Study 1: Mr. Fisher, a new social studies teacher, found the curriculum difficult to understand, so he trusted that what needed to be taught was likely in the teacher’s manual and the textbook. During the course of the year, he spent time on engrossing activities that arose from the text, like tracing family trees in Hawaii. Unfortunately, these activities were time consuming. Mr. Fisher found that he didn’t have enough time to cover the three remaining topics and review with his students before the final test. Consequently, his students did not do well on the comprehensive multiple-choice tests used as a final exam. Their grades, initially high because of their quality work on the activities designed by Mr. Fisher, were dragged down by their grades on the final exam. When asked by one father how marks were determined (The comment, “The exam lowered the mark,” appeared on this child’s final report card.), what content was supposed to be covered, and why students had spent so much time on project work, Mr. Fisher had difficulty defending his choices. Let’s look at a case study to discuss guideline 1. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Think and Discuss Can Mr. Fisher draw a straight arrow between his target and his grade? Why or why not? TARGET GRADE Discuss these questions with the person next to you. Did Mr. Fisher’s students enjoy the activities he planned for them? Did Mr. Fisher’s students learn from the activities he planned for them? Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Key Point In a standards-based system, the basis should be the standards. There needs to be a direct link from the learning target (whether they be the standards, the benchmarks or the performance indicators) to the grade. TARGET GRADE So the problem here wasn’t that students weren’t engrossed and that students weren’t learning. It was that, initially, the basis for Mr. Fisher’s grades was his own activities. When the basis switched to the standards, the grades dropped because Mr. Fisher’s activities were not standards-based. Keep in mind the question, “What is the teacher basing his grades on?” As our discussion brought out, Mr. Fisher might be in trouble when it comes to report card time because he is not basing his grades directly on the standards. Standards Based Grading and Reporting OCISS 6/30/04

What are the key concepts?
4/13/2017 What are the key concepts? Grades need to be directly linked to the targets: standards, benchmarks or performance indicators. This must be done first and not as an afterthought. Students and teachers--and parents--need to have a clear idea of the “target” or learning goal. They all need to know what is expected. The report card should provide information on the mastery of the target or learning goal. Guideline 1 will pave the way to the other guidelines. Here are the key concepts for Guideline #1. Note in the first bullet that the link between standards and grades should be the first step. Note in the second bullet that students and parents need to know what the target—or standards—are. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 The Standards Toolkit (which include the rainbow books, grade level performance indicators, curriculum framework, and instructional guide) will help you base your grading and reporting system on standards. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 The following are some grade books, found in your Appendices, that are teachers’ attempts to organize their grading by the standards. Standards Based Grading and Reporting OCISS 6/30/04

This is a class gradebook.
4/13/2017 This is a class gradebook. Standards Based Grading and Reporting OCISS 6/30/04

SAMPLE: English Language Arts
4/13/2017 SAMPLE: English Language Arts Grade Book (gr. 8) This one includes the recording of GLO ratings. These examples found in the Appendix are available for you to use to start conversations with teachers, school teams, grade levels, or departments. We also have in electronic format the sound bites of teacher testimonies or reflection as they are in the process of moving from a traditional to standards-based grading and reporting. *Let’s hear the teacher’s perspective on transitioning from her traditional practice to standards-based. *You will need to download the additional audio files and make sure they are in the same folder as this PPT file. The audio file may need to be played separately from the presentation if you are using a Macintosh computer. Audio File Transcript: “In researching about aligning my grade book to be more standards-based, I started with crafting what my grade book would look like and the way I did it in my mind was to section my grade book according to standards. So when I did it on paper, it ended up to be rather long in terms of the sections, but this was a way for me to think about what standards I wanted to address, how I was going to align the activity to the standard, and the way I was going to mark and then grade…use those markings to inform my grades, because not every mark in my grade book was going to be useful to inform my grade.” Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 2. Reference Points Use the Grade Level Performance Indicators and grading scale to determine grades. Use Grade Level Performance Indicators (GLPIs) to create criteria for judging student work. This is something you did in Module 2 – Using Rubrics for Assessment. Standards Based Grading and Reporting OCISS 6/30/04

Grading Scale for Pilot Report Card Status Report
4/13/2017 Grading Scale for Pilot Report Card Status Report Content Areas: E = Demonstrates exceptional academic performance; an in-depth understanding or exemplary display of HCPS M = Meets Proficiency, All standards S = Meets Proficiency, Majority of Standards (new) N = Demonstrates developing academic performance that almost meets standards; evolving understanding or display of HCPS. U = Demonstrates unsatisfactory academic performance; little or no understanding or display of HCPS. NA = Not Applicable at this time SC = See comment General Learner Outcomes: 4 = Consistently Demonstrates 3 = Usually Demonstrates 2 = Sometimes Demonstrates 1 = Rarely Demonstrates The grading scale as per Regulation Amendment specifies that E, M, S, N, U are to be used. NA is used when there is not enough evidence of meeting standards to make a determination on proficiency of that content area or when the teacher has not addressed those standards yet. SC for “See Comments” might refer to a student who recently transferred and for whom a teacher has insufficient information to decide on a grade. It might also cover a Special Education student and indicate that the IEP needs to be consulted. We will cover other special needs student issues on Day #2. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Considerations By demonstrating mastery of the Kindergarten-LA GLPIs, the student provides evidence for: the standard the strand the content area While we only have time today to examine one piece of student work, keep in mind that a teacher should use a preponderance of evidence to determine proficiency. Think of this like a set of Russian dolls that nest one inside the next. The student must demonstrate evidence of meeting a GLPI, which provides information on how well the student does on the standard, that informs how well student does on the strand, that informs how well student does in the content area. (Use nesting dolls analogy or pyramid of cups) Standards Based Grading and Reporting OCISS 6/30/04

K Writing GLPI The student:
4/13/2017 K Writing GLPI The student: 8.1.1 Expresses ideas and feelings with pictures, scribbling, and “words”. 8.2.1 Uses details added to picture, scribbling, or “words.” 8.3.1 Shows a sense of organization (balance on page through use of white space; proportion and sizing of pictures; drawings put in order; coordination of pictures and text). 8.4.1 Shows expressiveness and emotion (e.g., in color, shape, choice of images, choice of labels, choice of topic). Let’s look at how a teacher might go about deciding on which of the letters—E, M, S, N, or U—to give a child. Before we look at some student work, let’s review the kindergarten grade level performance indicators (GLPIs) that we will be using. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Following the 6-step standards implementation process, the kindergarten teacher developed this curriculum and assessment map, much as you did in Module 3. On this map, the teacher identifies the standards-based content and skills as well as the assessment that will be collected to inform instruction and to provide evidence for a report card grade. These are Steps 1 and 2 on the Standards Implementation Process. [Handout 3]. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Here is the rubric the kindergarten teacher will use to evaluate the journals that are one of the kinds of writing a kindergarten student is expected to produce. This slide shows only the Ideas portion of a rubric to measure rhetoric. Now let’s use this rubric to examine a student journal for Ideas. Standards Based Grading and Reporting OCISS 6/30/04

“My Journal” entry – 12/03, Randi (K)
4/13/2017 “My Journal” entry – 12/03, Randi (K) Here’s a sample of student work. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Here is the rubric the kindergarten teacher will use to evaluate the journals that are one of the kinds of writing a kindergarten student is expected to produce. This slide shows only the Ideas portion of a rubric to measure rhetoric. Now let’s use this rubric to examine a student journal for Ideas. Turn to your Appendix and you will also find samples of student work for elementary math, secondary math, and Health that have been given permission to use. You may already have samples from teachers you are working with and want to encourage your schools to start collecting them to start the dialogue. In the Leadership module a template release for student and teacher work was provided. The language arts student work is over time. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 A A B B This shows how a teacher documented how certain parts of the journal provided evidence of descriptors on the rubric. Another way to manage this documentation of evidence would be with post-it notes or electronically with comments. Some teachers carry it “in their head” and when reviewing the students’ portfolio with them, revisit the evidence of meeting the grade level performance indicators. Standards Based Grading and Reporting OCISS 6/30/04

This is Gwen’s gradebook in a “real” teacher format.
4/13/2017 Oral Comm., Etc. Class List Student 1 Student 2 Student 3 Student 4 Student 5 This is Gwen’s gradebook in a “real” teacher format. *Let’s hear the teacher’s perspective on transitioning from her traditional practice to standards-based. *You will need to download the additional audio files and make sure they are in the same folder as this PPT file. The audio file may need to be played separately from the presentation if you are using a Macintosh computer. Audio file transcript: “This is the beginning of the school year and this is a portion of the grade book. I did it by class so I listed the student’s name down in one column and across I clustered the grading according to standards; so I did my reading standards, my literature standards…reading and literature in one section, writing, my mini lessons, other kinds of activities, followed by oral communication standards and any kind of team unit activities that were done. I have markings that were showing more formative type of markings so they were not assigned numbers or letters, they were given ones in terms of “not yet,” “attempting,” “meeting,” or “exceeding” that criteria for that particular activity. So in my reading standards, I wanted to focus on reader response; specific standards were response, range, and comprehension processes. So here you would see in August three opportunities for students to practice doing a reader response and then the August score reflected their range in reading based on the activity that I had them do where they had to keep a log of their reading and comment on that. Their self-assessment was their reflections and then part of that whole assignment included measuring the GLOs, but they weren’t all the GLOs; they were specific to demonstrating the effective communicators and using technology. In revising my grade book, first of all, I’m going to revise in terms of doing one page per student; have the grade book organized by standards, but record grades on it so that it would reflect multiple opportunities for student to meet that particular performance indicator that I was measuring. The other consideration that I need to make is whether or not to include all of the scaffolding activities and record those marks, integrate or can I leave that separate, and have my grade book just reflect the markings for the performance indicator activity that I am looking for and to show progress over time of the student.” Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 3. Ingredients Grades should be based on individual achievement. Separate effort, participation, attitude, attendance, and behavior from the academic achievement. Separate GLOs. Use individual achievement evidence, not group grades. This guideline is critical because, among the many purposes for grades, the “first is COMMUNICATION—with students, parents, and many others of the achievement status of each student.” (Reference Ken O’Connor’s How to Grade for Learning, p. 87.) Guideline 3 emphasizes individual achievement. Although it is critically important that teachers use cooperative learning structures in their classrooms, it is even more important that any marks that students receive from cooperative learning activities (either process or product) be based on each student’s contribution, not on the achievement—or lack of achievement—of others in the group. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Rate your belief 0-100 Achievement should be the primary factor for grading. Effort, behavior, and attendance should be factors for grading. Group grades for participation in collaborative learning groups should be a factor for grading. This next activity will further illustrate Guideline 3. [Pass out half consensogram sheets and explain the directions. Have them answer for the teachers/schools they work with. All three questions do not need to add up to 100. Have them predict how they think the graph will fall. Have them come up and place on the graph chart paper. Debrief, “What do you notice? Is it what you expected for your complex/district?”] Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Grade Ingredients: ? What ingredients should be included in a grade? [Refer to Consensogram activity and the ideas that emerged.] If pertinent and if time permits, the videotape portion of Assessment Training Institute: Report Card Grading: Strategies & Solution – Grading Factors can be shown. Standards Based Grading and Reporting OCISS 6/30/04

Grade Ingredients: Individual Achievement Instructions:
4/13/2017 Grade Ingredients: Individual Achievement Instructions: Separate effort, participation, attitude, attendance and behavior from the academic achievement. Separate GLO’s and use individual achievement evidence and not group grades. “By Offering separate grades for different aspects of performance, educators can provide better and far more useful information (than single grades that include achievement and behaviors). (Guskey and Bailey, 2001) If grades are to have a clear meaning, they must be relatively pure measures of achievement. Achievement in this context is defined as individual demonstration of the knowledge and skill components of the standards that are stated for a course (or unit) of instruction. This does not mean that grading is simply a clinical objective procedure; there is still a great deal of professional judgment involved in the development of an assessment plan, in the choice or development of assessment instruments, and in the scoring of the assessment products. Grades should not be used as punishment for poor effort or misbehavior; these are discipline problems and should be dealt with as such. Effort, participation, attitude and other behaviors should not be included in grades because they are very difficult to define and measure. Also as each of these valued attributes contributes directly to achievement, including a score for example, attitude as part of the overall score for a product, blurs the accuracy of the assessment of the product and ultimately affects the validity of the grade produced. This does not mean that these attributes are not valued – strong effort, positive attitude, regular attendance and submitting work on time are very important, but they should be reported separately (and regularly) – they should be reporting variables, not grading variables. O’Connor, K., (2002). How to Grade for Learning: Linking Grades to Standards, 2nd Edition. Pearson Professional Development © . Glenview, IL Standards Based Grading and Reporting OCISS 6/30/04

General Learner Outcomes
4/13/2017 What about… Effort General Learner Outcomes Self Directed Learner Community Contributor Complex Thinker Quality Producer Effective Communicator Effective and Ethical User of Technology Attitude Behavior Report on other variables in GLOs. After reporting all of these variables about the student, move on to grading. Remember that grades are based on standards and individual achievement. Effort Hard work (effort), frequent responses to teacher questions, intense involvement in class activities (participation), and a positive, encouraging, friendly, and happy demeanor (attitude) are highly valued attributes. However, they should not be included directly in grades, because they are very difficult to define and even more difficult to measure. Participation Stiggins (1997) suggested that participation is often a personality issue – some students are naturally more assertive while others are naturally quieter. This often related to gender and/or ethnicity, and so we run the risk of these biases if we include effort and participation in grades. Another problem is that “factoring effort into the grade may send the wrong message to students. In real life just trying hard to do a good job is virtually never enough. If we don’t deliver relevant, practical results, we will not be deemed successful, regardless of how hard we try” (418) “Strong effort, active participation, and positive attitude are highly valued attributes, but they are reporting variables, not grading variables.” O’Connor, K. (2002). How to Grade for Learning: Linking Grades to Standards, 2nd Edition. Pearson Professional Development ©. Glenview, IL Attendance Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Draft As a tool to assist with rating GLOs there are grade level descriptors. This is a snapshot of one page of the current GLO rubric to assist teachers with the rating. Please refer to the report card website for updated information. This is to be revised soon. A copy is provided in your Appendix. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Grade the Individual Grades should not include group scores; what goes into the grade should reflect the learning of each individual. Grading Individual vs. Group Collaborative groups are good; grading individuals on their group’s achievement is not. Group projects can address non-achievement variables (GLOs). If grades are to have a clear meaning they must be relatively pure measures of individual achievement. Grades should not include group scores; what goes into the grade should reflect the learning of each individual from any cooperative learning situation. Remember, individual assessment should follow cooperative learning. [O’Connor, K., “How to Grade for Learning: Linking Grades o Standards, 2nd Edition”, Published by Pearson Professional Development © 2002,Glenview, IL, 2002, p. 85 –106] Standards Based Grading and Reporting OCISS 6/30/04

Kagan’s 7 Reasons for Opposing Group Grades
4/13/2017 Kagan’s 7 Reasons for Opposing Group Grades No(t) fair Debase report cards Undermine motivation Convey the wrong measure Violate individual accountability Are responsible for resistance to cooperative learning May be challenged in court NO GROUP GRADES Ask participants to review the 7 reasons and rate their top 3 opposing reasons for not doing a group grade. Ask a few participants for feedback This will engage participants in the content and prevent you (the presenter) from reading them out to the group. Kagan’s 7 Reasons for Opposing Group Grades No(t) fair. Group grades are so blatantly unfair that on this basis alone they should never be used. Group grades debase report cards. If the grade a student gets “is a function of who the student happens to have as a teammate,” then no one can use the grades in a meaningful way. Group grades undermine motivation. There are two problems here: (1) group grades penalize students who work hard but have cooperative learning partners who don’t, and (2) they reward students who don’t work hard but have hard-working partners. Both scenarios have undesirable effects on student motivation. Group grades convey the wrong message. Grading practices send students messages about what is valued. The basic point of the guidelines presented in this book is that grading should emphasize and support learning and success, but if grades “are partially a function of forces entirely out of control,” it sends entirely the wrong message to students. Group grades violate individual accountability. This is a key principle of cooperative learning. If it is applied effectively and appropriately, students are likely to achieve more; if not, students will find ways to manipulate the situation to their personal advantage. Group grades are responsible for parents’, teachers’ and students’ resistance to cooperative learning. Group grades may be challenged in court. Kagan, S. (1995). Group Grades Miss the Mark. Educational Leadership. 68 – 71. Standards Based Grading and Reporting OCISS 6/30/04

Grading Standards-Based Traditional Achievement Only
4/13/2017 Grading Standards-Based Traditional Achievement Only Uncertain mix of achievement, attitude, effort and behavior Individual Often includes group marks Just to recap, this slide shows the difference between traditional grading and standards-based grading. Standards Based Grading and Reporting OCISS 6/30/04

Fairness It is NOT uniformity. It IS equity of opportunity.
The more consistent the performance, the less evidence needed. The less consistent the performance, the more evidence needed. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Going back to the Discussion Point gradebook, the grade level performance indicators are used as a reference point to help collect evidence on the quality of a piece of student work. That documentation would be reflected in the grade (mark/score) put here. So we’ve covered three guidelines: Guideline 1 - base grades on the standards and Guideline 2 - use the GLIPs and the grading scale as reference points and Guideline 3 – what is a grade. Based on that, how would you edit this gradebook. 6/30/04

What About the General Learner Outcomes?
4/13/2017 What About the General Learner Outcomes? Another part of Hawaii’s standards-based grading is not only the academic achievement but also the rating of the General Learner Outcomes or GLOs. Once again, this is the form that all teachers will have to attach to their report card in SY You can refer to Appendix 4 and 5 for the GLO performance indicators and rubric. Please note that this rubric is the current one and can be found at doe.waves.csn. However, it is soon to be updated so please keep current on the latest on standards and report card by checking the website. How do we begin? Standards Based Grading and Reporting OCISS 6/30/04

The General Learner Outcomes
Self Directed Learner = the ability to be responsible for ones’ own learning Community Contributor = the understanding that it is essential for human beings to work together Complex Thinker = the ability to demonstrate critical thinking and problem solving strategies Quality Producer = the ability to recognize and produce quality performances and quality products Effective Communicator= the ability to communicate effectively Effective and Ethical User of Technology= the ability to use a variety of technologies effectively and ethically Standards Based Grading and Reporting OCISS 6/30/04

We are not “grading” GLOs
Providing a rating as part of the communication system to parents and students Providing data towards our “Vision of the High School Graduate” Providing a picture of the “whole child” and not just the academic achievement Standards Based Grading and Reporting OCISS 6/30/04

General Learner Outcomes:
GLO Rating Scale General Learner Outcomes: 4 = Consistently Demonstrates 3 = Usually Demonstrates 2 = Sometimes Demonstrates 1 = Rarely Demonstrates Standards Based Grading and Reporting OCISS 6/30/04

GLO Rating Attachment for Report Card
4/13/2017 This is again the current GLO attachment to report cards that is used this SY04-05. Standards Based Grading and Reporting OCISS 6/30/04

The eight guidelines can be adapted to fit the GLOs:
Basis for grading - Relate rating procedures to the General Learner Outcomes Reference Points - Use the rubrics as well as professional judgment about what is developmentally appropriate Ingredients - Ratings cut across content areas Sources of Information - Use information from student products, communications and observation Changing Grades - Consider preponderance of evidence Number Crunching - Rating is based on frequency and consistency Quality - Use quality assessment(s) and properly recorded evidence of learning. Student Understanding - Involve students in the assessment process. Standards Based Grading and Reporting OCISS 6/30/04

Think of assessment methods
Mastery of Understanding GLOs Applied Understandings Growth over Time Standards Based Grading and Reporting OCISS 6/30/04

Choose one of the GLOs List the behaviors that you would see that would indicate the students were demonstrating that behavior. List the things you would hear students saying if they were demonstrating that behavior. Standards Based Grading and Reporting OCISS 6/30/04

Let’s get concrete … What does it look like? What does it sound like?

Planning to collect evidence…
GLOs Check lists Performance Interview Anecdotal Journal Portfolio Other Self Directed Learner Community Contributor Complex Thinker Quality Producer Effective Communicator Effective & Ethical User of Technology Standards Based Grading and Reporting OCISS 6/30/04

Planning for Success Embedded- how can I gather evidence from on-going instructional activities? On demand- what task can I design so students can demonstrate their understanding and application of the behavior? Standards Based Grading and Reporting OCISS 6/30/04

Embedded As part of our social studies unit, prepare and deliver a five minute presentation with PowerPoint slides on one of the issues facing our island state in regards to dwindling natural resources. Cite at least 3 primary sources and 3 electronic sources. Your presentation must highlight the problem, recommended solutions and your “call to action.” Standards Based Grading and Reporting OCISS 6/30/04

On demand Is it important for people to give back to their community? Justify you answer with a rationale that would convince your peers. Provide specific examples and research from at least 3 different sources. Standards Based Grading and Reporting OCISS 6/30/04

Student Self-Assessment
GLO: Complex Thinker (List the behaviors you would see or hear) Often Some-times Not Yet Standards Based Grading and Reporting OCISS 6/30/04

How am I doing? We cannot expect students to do anything we ourselves do not do. How self-directed was I in my learning today? How did I contribute to the community of learners at this workshop? How did I engage in complex thinking? What quality product did I create? How effective was my communication? How did I use technology effectively and ethically? Standards Based Grading and Reporting OCISS 6/30/04

What evidence is there of my learning?

4. Sources of Information
4/13/2017 4. Sources of Information Not everything needs to be included in grades. Guideline 4 discusses what gets included in a grade and how much. Standards Based Grading and Reporting OCISS 6/30/04

Sampling Question- How much?
4/13/2017 Sampling Question- How much? Do you have sufficient information to make confident decisions and to take action? The common question from most teachers is how much evidence is enough? Standards Based Grading and Reporting OCISS 6/30/04

“My Journal” entry – 12/03, Randi (K)
4/13/2017 “My Journal” entry – 12/03, Randi (K) This one piece of Randi’s work may not be enough evidence to determine. According to Ken O’Connor, he says at least 3 pieces. Anne Davies reminds us to triangulate; use and collect varied methods of assessment (as seen in the Standards Instructional Guide and reviewed in Module 2). Assessment experts also tell us that if a student is inconsistent then more pieces of evidence are needed to make an assessment. Standards Based Grading and Reporting OCISS 6/30/04

Sampling Considerations
4/13/2017 Sampling Considerations • Reason for the assessment • Scope of the target • Coverage of one exercise • Time available • Consistency of performance • Proximity of the standard Assessment is two-fold (formative and summative). You may want to refer to the “Rubrics for Assessing Learning” and “Curriculum Mapping” module. Participants who have seen these modules should see a relationship to the idea about checkpoints and mileposts. For the most part, mileposts are assessment pieces on which you would base your grade; however, students would have had several checkpoints during the learning to make sure they were on track. Some of this comes up in the next guideline as well. [Go over considerations.] Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Practice & Mistakes In sports and other activities, practice is important and is in preparation for the game. Marking everything a student does in the classroom contradicts the value of practice. Practice in the form of worksheets, homework and quizzes will lead to better performance even if they do not have grades attached. Practice the type of assessment that is to be used summatively. Practice enables the team to make the playoffs. Also, coaching of the type that we see in sports or band is needed in the classroom. Although teachers are an important part of the learning process, students are the ones who need to “get it.” Let kids know that mistakes are our friends. As teachers, we should be aware of the common misconceptions students will have and allow time and opportunity for mistakes to occur without fear of inadequacy. Learning takes time! If mistakes are labeled failures, it is counter to the potential for growth and change. Errors should be used effectively, not defectively. Homework should be a risk-free chance to practice or experiment with new skills. Standards Based Grading and Reporting OCISS 6/30/04

Lighten the Load Marking everything is not necessary
4/13/2017 Lighten the Load Marking everything is not necessary Check work regularly without ALWAYS providing marks. Record work as “done” or “not done” Drafts can be skimmed for overall impression Focus in on one or two key characteristics for feedback Utilize peer and self-assessment practices This slide provides some hints about how teachers might minimize their work. Teachers should keep in mind that everything does not need to be graded. However, feedback should be provided. This feedback can be very focused instead of commenting on every mistake. Also, have students assess each other through small group, homework discussions. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Teachers may want to keep a separate page in the grade book for recording pertinent information about formative activities/assessment. 6/30/04

4/13/2017 5. Changing Grades Update grades periodically based on more recent learning; look at the preponderance of evidence. In a Standards-based system, learning happens in a variety of ways; therefore, as professionals, grades need to be updated on a regular basis to get “real time” information. “By grading in pencil, it allows for ease in changing/updating grades.” O’Connor, p. 135 Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 If students demonstrate achievement at any time that, in effect, renders past assessment information inaccurate, then you must drop the former assessment from the record and replace it with the new. To do otherwise is to misrepresent that achievement. Stiggins, 2001 Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Learning is an ongoing process and what matters is how much learning occurs, not when it occurs. We need to honor that students learn at different rates and should not be penalized for early learning. Time is a variable and we need to provide flexible learning time for students. We must offer students varied assessment opportunities to support learning and encourage student success. Learning is an ongoing process and what matters is how much learning occurs, not when it occurs. We need to honor that students learn at different rates and should not be penalized for early learnings. School learning is calendar bound, but we need to look at more recent information based on maturity levels of students. Time is a variable and we need to provide flexible learning times for students. We must offer students varied assessment opportunities to support learning and encourage student success. Key concept that Ken O’Connor focuses on in this slide is the flexible learning time because all students learn at different rates. It is how in grading practices, we are allowing this learning time to occur. Standards Based Grading and Reporting OCISS 6/30/04

What if there is inconsistent evidence?
4/13/2017 What if there is inconsistent evidence? Give priority to evidence related to the most important learning goals or expectations. Give priority or weight to the most comprehensive form of evidence. Give priority to more recent learning. Learning is an ongoing process and what matters is how much learning occurs, not when it occurs. We need to honor that students learn at different rates and should not be penalized for earlier learning. School learning is calendar bound, but we need to look at more recent information based on maturity levels of students. Time is a variable and we need to provide flexible learning times for students. We must offer students varied assessment opportunities to support learning and encourage student success. The more inconsistent a student is on a particular performance indicator, the more evidence/samples needs to be collected and reviewed. Standards Based Grading and Reporting OCISS 6/30/04

What do we mean by preponderance?
4/13/2017 What do we mean by preponderance? Look at this slide and the color swatch given to you at your table. If you had to pick one of the colors on the slide, which would you say it is closer to? First make a selection in your head. Then talk with the people on your table and agree on which color. [Have each table share which color.] What you did was to use your judgment to make a selection on the color. You based it on preponderance, in this case, the relative amounts of blue and yellow you detected in the swatch. That is what preponderance is. When considering evidence of learning, you will do the same thing - use your professional judgment to examine a range of evidence and decide where the preponderance lies. Anchor pieces of work in each of these color levels would have helped you. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Look at Randi’s scores. It is assumed that all tasks measure standards and each are of equal grain size. Also, all the grades are multiple measurements of the same standards or performance indicators. Discuss with a partner what his or her preponderance of evidence/scores would be. Preponderance is not the same for all students. The more consistent a student is the less evidence is needed. Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Now look back at the grade book. Which of these assignments could Randi have been given a second, or third, or fourth chance to redo? 6/30/04

4/13/2017 PROCESS TIME Summarize what you learned about the 5 guidelines. Relate to the issues generated earlier. Consider the 5 guidelines we’ve covered so far. Which one will be the most difficult for your teachers to accept and, more important, to incorporate into their grading practices? What can you do to help them with this? Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Learning Log Compare and contrast traditional vs. standards-based grading. Reflect where your schools (you service) are. Reflect on where you need to strengthen your own skills in working with teachers. [Pass out the learning log sheets and have participants respond to the following reflections. ] Any new insights? Standards Based Grading and Reporting OCISS 6/30/04

4/13/2017 Homework Design a page of a grade book based on the first five guidelines. Specify grade level, content area and standards. [Explain homework and refer to use of the items in the Standards Toolkit to work on it. ] Think about the general information shared today, the 5 guidelines, and your own experience with standards and grading. Put yourself in your last teaching position or the grade/content you taught the longest. Design a gradebook for that subject/course. How will it be organized? What will be on the x and y axes? Or will it even have vertical and horizontal axes? What will be recorded? In what sequence? Finally, have you taken care of the five guidelines? [Conduct closing and announcements, if any. Remind participants when next workshop date will be. ] EXIT PASS for today: Submit your Learning Log sheet of geometric shapes. It is “one thing going around in my head,” “3 main points I got out of this module,” and “what’s square with me.” Standards Based Grading and Reporting OCISS 6/30/04

MODULE 4 Standards-Based Grading & Reporting

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MODULE 4 Standards-Based Grading & Reporting

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