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

2. © Ken O’Connor, 2004 2

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

7. © Ken O’Connor, 2004 7

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11. © Ken O’Connor, 2004 11

12. © Ken O’Connor, 2004 12 Guideline #1

13. © Ken O’Connor, 2004 13A

14. © Ken O’Connor, 2004 13B

15. © Ken O’Connor, 2004 13C

16. © Ken O’Connor, 2004 14

17. © Ken O’Connor, 2004 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004, 289 15 Guideline #1

18. © Ken O’Connor, 2004 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004, 289 16 Guideline #1

19. © Ken O’Connor, 2004 17 Guideline #1

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

21. © Ken O’Connor, 2004 19 Guideline #1

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

23. © Ken O’Connor, 2004 Guideline #2a 21

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

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

26. © 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

27. © Ken O’Connor, 2004 Guideline #3a 25

28. © Ken O’Connor, 2004 Guideline #3a 26

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

30. © Ken O’Connor, 2004 Guideline #4 28

31. © Ken O’Connor, 2004 Guideline #4 29

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

33. © Ken O’Connor, 2004 Guideline #4 31

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

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

36. © Ken O’Connor, 2004 Guideline #5 34

37. © Ken O’Connor, 2004 Guideline #6 35

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

39. © Ken O’Connor, 2004 Guideline #6 37

40. © Ken O’Connor, 2004 Guideline #6 38

41. © Ken O’Connor, 2004 39

42. © Ken O’Connor, 2004 40

43. © Ken O’Connor, 2004 41

44. © Ken O’Connor, 2004 42

45. © Ken O’Connor, 2004 43

46. © Ken O’Connor, 2004 44

47. © Ken O’Connor, 2004 45

48. © Ken O’Connor, 2004 46

49. © Ken O’Connor, 2004 47

50. © Ken O’Connor, 2004 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004, 328 48

51. © Ken O’Connor, 2004 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004, 329 49

52. © Ken O’Connor, 2004 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004, 330 50

53. © Ken O’Connor, 2004 51

54. © Ken O’Connor, 2004 52

55. © Ken O’Connor, 2004 53