© Ken O’Connor, 2004 How to Grade for Learning Package 2 Presented by Ken O’Connor Assess for Success Consulting 1.

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Presentation transcript:

© Ken O’Connor, 2004 How to Grade for Learning Package 2 Presented by Ken O’Connor Assess for Success Consulting 1

© Ken O’Connor,

3

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O’Connor, K., How to Grade for Learning, Corwin, 2002, 46 6

© Ken O’Connor,

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© Ken O’Connor,

© Ken O’Connor, Guideline #1

© Ken O’Connor, A

© Ken O’Connor, B

© Ken O’Connor, C

© Ken O’Connor,

© Ken O’Connor, 2004 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004, Guideline #1

© Ken O’Connor, 2004 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004, Guideline #1

© Ken O’Connor, Guideline #1

© Ken O’Connor, 2004 Shorewood School District, WI 18 Guideline #1

© Ken O’Connor, Guideline #1

© Ken O’Connor, 2004 Guideline #2a O’Connor, K., How to Grade for Learning, Second Edition, Corwin, 2002, 71 20

© Ken O’Connor, 2004 Guideline #2a 21

© Ken O’Connor, 2004 Guideline #2a O’Connor, K., How to Grade for Learning, Second Edition, Corwin, 2002, 81 22

© Ken O’Connor, 2004 Guideline #2a Source: San Juan School District, CA 23

© Ken O’Connor, 2004 Product Assessment Tasks e.g.performances presentations tests/quizzes/examination culminating demonstration Sum total of everything students do in school/classroom Assessment tasks, e.g.performances presentations tests/quiz culminating demonstration Product Assessment tasks e.g.performances presentations tests/quizzes/examinations culminating demonstrations Assessment of students using observation over time Process e.g.learning logs journals portfolios teacher observations/anecdotal notes Select a representative sampling of what students do Report Card Grading Variables Attitude/Learning Skills/Effort enjoys learning questions/investigates class participation works independently completes assignments completes research/projects cooperates with others respects others resolves conflicts attendance, punctuality ACHIEVEMENT Guideline #3a reflects and sets goals O’Connor, K., How to Grade for Learning, Second Edition, Corwin, 2002, 42 Reporting Variables (Desirable Behaviors) (Standards) 24

© Ken O’Connor, 2004 Guideline #3a 25

© Ken O’Connor, 2004 Guideline #3a 26

© Ken O’Connor, 2004 Developed by Ruth Sutton Guideline #4 27

© Ken O’Connor, 2004 Guideline #4 28

© Ken O’Connor, 2004 Guideline #4 29

© Ken O’Connor, 2004 Guideline #4 Source: Sandy Wilson, Rutherford HS, Bay District Schools, FL 30

© Ken O’Connor, 2004 Guideline #4 31

© Ken O’Connor, 2004 Guideline #4 Source: Sandy Wilson, Rutherford High School, Bay District Schools, FL 32

© Ken O’Connor, 2004 Sample Assessment Plan Formative Assessment for Unit 1 Summative Assessment for Unit 1 Guideline #4 33

© Ken O’Connor, 2004 Guideline #5 34

© Ken O’Connor, 2004 Guideline #6 35

© Ken O’Connor, 2004 From Guskey and Bailey Developing Grading and Reporting Systems for Student Learning, Corwin, 2001 Guideline #6 36

© Ken O’Connor, 2004 Guideline #6 37

© Ken O’Connor, 2004 Guideline #6 38

© Ken O’Connor,

© Ken O’Connor,

© Ken O’Connor,

© Ken O’Connor,

© Ken O’Connor,

© Ken O’Connor,

© Ken O’Connor,

© Ken O’Connor,

© Ken O’Connor,

© Ken O’Connor, 2004 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004,

© Ken O’Connor, 2004 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004,

© Ken O’Connor, 2004 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004,

© Ken O’Connor,

© Ken O’Connor,

© Ken O’Connor,