Presentation on theme: "Grading Update for Parents August 2006. Ways People Use Grades Communication to parents and others Student self-evaluation Select, identify, or group."— Presentation transcript:
Grading Update for Parents August 2006
Ways People Use Grades Communication to parents and others Student self-evaluation Select, identify, or group students Provide incentives Evaluate the effectiveness of instructional programs Provide evidence of students lack of effort or inappropriate responsibility Thomas Guskey, ASCD Conference, 2005
Why Change? Growing emphasis on standards and performance assessments Demand for more and better information about student learning progress Advancement in technology allows for more efficient reporting of detailed information Grading and Reporting recognized as one of educators most important responsibilities Growing gap between our knowledge base and common practice in grading and reporting Need for validity Need for reliability
Weaknesses of Traditional Grading Validity (Does not measure what it is supposed to) Reliability (Is not consistent between classes or schools) Student Motivation and Engagement (learning stops when most students see a grade) Inadequate information Fails to inform students of ways to correct and improve Provides a road-block for teachers to individualize instruction (both remediation and enrichment)
This Happens in a Traditional System Student who has demonstrated mastery of ALL of the standards, but fails the class Student who has demonstrated mastery of only SOME of the standards, but passes the class Student who turns in everything and follows every direction and makes an A Student who fails every test and passes the class Student who does well on every test and does poorly in the class Students who would receive different grades for the same coursework with another teacher Student who takes a course and who do not get exposed to all of the standards required Student who does well in a class and fails the CRCT or EOCT
The average doesnt tell the real story, does it?
Complete information about student achievement of standards Clear expectations for parents and students Consistent accountability to high standards Grades assigned based on clear criteria and multiple assessments Validity and Reliability Academic grade only reflects student progress/achievement of standards Reports non-academic topics, such as effort and behavior, separately Should provide predictions as to achievement on standardized tests Increased student involvement, engagement and achievement
Why is Forsyth County Doing This? Improve Student Engagement Improve Student Achievement Increase Accountability Provide Valid Grading Provide Reliable Grading Align our practices to the Georgia Performance Standards/State of Georgia
Standards-Based Classrooms Base units and lessons upon Georgia Performance Standards Create a balanced classroom assessment program based upon Assessment FOR Learning principles Design engaging and effective lessons Grade student performances against known and rigorous criteria Report student performance against standards A Forsyth County initiative since 1998. A State of Georgia initiative since 2004.
Plans for 2006-2007 No Pilot Program for 2006-2007 Only K – 3 will report using 3, 2 or 1 Determine policies and procedures for utilizing A, B, C, or F and standards-based reporting for grades 4 – 12 for the future Maintain and communicate commitment to valid and reliable grading and reporting Maintain and communicate commitment to standards-based education Increase teacher knowledge and use of best practice in classroom assessment
What Does the Report Card Look Like? Click Clip-Art to see the Second Grade Report Card
What Does the Criteria for Achievement Look like? Uses place valueIdentifies, recognizes, and writes the place value of any two- digit number or higher using a variety of diagrams, models, and number sentences. (ex. expanded form) Identifies, recognizes, and writes the place value of some two- digit number using a variety of diagrams, models, and number sentences. (ex. expanded form) Does not identify, recognize, and write the place value of any two-digit number using a variety of diagrams, models, and number sentences. (ex. expanded form) Applies money skillsCounts any coin combination. Inconsistently counts a collection of coins. Does not count a collection of coins. Compares and orders numbers Compares pairs of numbers less than 100 and number sentences using >, 28+40) Compares pairs of numbers less than 100 using >, <, or = or writes them in ascending or descending order. Does not compare pairs of numbers less than 100 using >, <, or = or writes them in ascending or descending order. Computes addition and subtraction facts fluently Solves 45 or more one- digit addition facts in three minutes. Solves 31-44 one-digit addition facts in three minutes. Solves less than 30 one- digit addition facts in three minutes. A Small Excerpt from the Second Grade Math Rubric for First Quarter 321
Key Action Steps For the District To Improve Grading and Reporting Improve Internal Communication Improve External Communication Improve Professional Learning for Teachers Find Exemplars from around the nation
Key Researchers Robert Marzano Rick Stiggins Dylan Black Paul Wiliam Jay McTighe Grant Wiggins Ken OConnor John Hattie Susan Brookhart Tom Guskey Recommended Reading: Hows My Kid Doing?: A Parents Guide to Grades, Marks, and Report Cards by Thomas R. Guskey (2002)