Grading and Reporting for the 21 st Century Session 1 Stan Masters Coordinator - Instructional Data Services Lenawee ISD Summer 2010

Goals of the series Describe several important keys to effective grading Explain how grading fits into a balanced assessment of and for learning Describe what student factors to weave into and leave out of each student’s grade Describe the relationship between classroom assessment, report card grading, and student motivation Identify ways to involve students in the grading process

Professional Learning Communities Shared Norms and Values Focus on Student Learning Reflective Dialogue Public Practice Collaboration

Group Norms Norms are “ground rules” that define behavioral expectations of group members. They set the stage for future learning. Norms are revisited and monitored as a responsibility of the group members. There are some general categories of norms for groups of learners. –Time –Participation –Focus

Time Start on time (8:30 a.m.), end on time (3:30 p.m.) Lunch on your own (11:30 a.m. – 12:30 p.m.) Participation Each person has speaking time Each person shares what they are doing in their “classrooms” We will honor confidential information Keep the conversations/topics positive Focus We are focusing on the use of grading and reporting We will focus on student achievement Our Norms

Establishing Criteria for Success Write on 3x5 card: -- What do you hope to gain today? -- What do you hope to contribute? Share one idea from your card

How should grading occur in our 21 st century schools?

What is Effective Grading? Source: O’Connor, K. “A Repair Kit for Grading”, (2007) Defining Criteria (pp.4-7) Consistency Accuracy Meaningful Supports learning Underpinning Issues (pp. 9-13) Fairness Motivation Objectivity Professional Judgment

Review of Current Grading and Reporting Practices Complete the review by circling the portion of the rubric that represents your current grading and reporting practices Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon.

Keys to Quality Classroom Assessment 1.Clear Purposes 2.Clear Targets 3.Good Design & Methods 4.Sound Communication Student Involvement in all keys! Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004.

Keys to Quality Classroom Assessment 1.Clear Purposes (p.8) 2.Clear Targets 3.Good Design & Methods 4.Sound Communication Student Involvement in all keys!

assessment for learning –formative (monitors student progress during instruction) –placement (given before instruction to gather information on where to start) –diagnostic (helps find the underlying causes for learning problems) –interim (monitor student proficiency on learning targets) assessment of learning –summative (the final task at the end of a unit, a course, or a semester) Purposes of Assessments Sources: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, Bravmann, S. L., “P-I Focus: One test doesn’t fit all”, Seattle Post-Intelligencer, May 2, 2004.Seattle Post-Intelligencer Marshall, K. (2006) “Interim Assessments: Keys to Successful Implementation”. New York: New Leaders for New Schools.“Interim Assessments: Keys to Successful Implementation”.

Video Segment #1: Grades Summarize Achievement Grades are assessment ___ learning Key: Quality ___________ and ___________ Key: Time to _______________ Key: Center on ______________ Achievement means ________ of _________ ___________ __________ published Report ______ and __________ _________ Seek consistency in _________ of ________ Notetaking

Teacher reflection on keys for grading Targets Homework Student Self-assessment Rubrics

Break

Video Segment #2: Grades and Motivation Use assessment to ________ __________ Allow time to _________; Don’t rush to __________ Motivator: ___________ _____________ Notetaking

Teacher reflection on grading and student motivation Beyond Expectations Student Self-assessment Descriptive Feedback Rubrics

Lunch See you at 12:30 p.m.

Balance Sheet Individually, –Place the following factors either FOR or AGAINST including in determining your students’ grades Effort Attitude Attendance Aptitude Compliance Participation FOR AGAINST Non-linguistic representations

Video Segment #3: Communicating of Achievement Summarizing

Teacher reflection on communicating factors in a grade Homework Behavior

Reflection on Current Grading Practices Review your current grading practices from your completed rubric. Write some notes to yourself about your: New LearningQuestions WondermentsNext Steps

How can we fix grades so that they are… CriteriaFix(es) Consistent8 Accurate1,2,3,4,5,6,9,10,11,12,14 Meaningful7 Supportive of Learning13,14,15 Source: Ken O’Connor, “15 Fixes for Broken Grades” Videoconference, May 10, 2010Videoconference, May 10, 2010

Broken Grades… Distorted Student Achievement Fixes for these current practices 1.Don’t include student behaviors 2.Don’t reduce marks on late work 3.Don’t give points for extra credit 4.Don’t reduce grades for dishonesty 5.Don’t consider attendance in grades 6.Don’t include group scores in grades

3-2-1 Summary for A Repair Kit for Grading In a jigsaw small group, –Create a poster to explain 3 reasons why this practice does not work. 2 ways that teachers can fix this practice 1 way to involve students As a whole group, –Report out on your poster –Respond to two questions/comments

Design Your Fixes!

Break

Adrian Middle School

Grading and Reporting Talking Points The purpose of grades is to communicate Grades communicate achievement Grades reflect current level of achievement Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon.

Reflection on Current Grading Practices of Distorted Student Achievement Review your understanding of Fixes 1-6. Write some notes to yourself about your: New LearningQuestions WondermentsNext Steps

Traffic Light Our session addressed… How should grading occur in our 21 st century schools? Please use the colored stickers to communicate where you are “at” with the following topics: Purposes for assessment Keys to effective grading Fixes for grades that distort student achievement “Stop” – Let’s learn more! “Slow” – Let’s check our thinking! “Go” – Let’s move on!

For tomorrow… Read and note “Making the Grade: What Benefits Students” by Tom Guskey.Making the Grade: What Benefits Students –Skim and scan: Points of Agreement Learning Criteria Practical Guidelines –Closely read: “A Look Back to Grading Practices” Be ready to share a reflection regarding how to fix grading practices that distort student achievement Bring your classroom content outcomes/expectations. Advance Organizer