2. Philosophy: A grade is a symbolic representation of what a student knows and is able to do, relative to standards. Grades communicate student progress as well as provide feedback to guide instructional decisions that enhance student achievement. We look at the pattern of achievement, including the learning trend calculations, not only the average to report grades. Academic responsibility is a critical component of the learning process and is also reported, increasing the accuracy, validity, and reliability of each grade.

3. The Latin root of assessment is, “assidere”, which means, “to sit beside.” “Too often, educational tests, grades, and report cards are treated by teachers as autopsies when they should be viewed as physicals.” –Assessment expert, Doug Reeves

4. We want an accurate portrayal of a student’s mastery, not something clouded by a useless format or distorted by only one opportunity to reveal understanding. Differentiating teachers require accurate assessments in order to differentiate successfully.

5. Teacher Action Result on Student Achievement Just telling students # correct and incorrect Negative influence on achievement Clarifying the scoring criteriaIncrease of 16 percentile points Providing explanations as to why their responses are correct or incorrect Increase of 20 percentile points Asking students to continue responding to an assessment until they correctly answer the items Increase of 20 percentile points Graphically portraying student achievement Increase of 26 percentile points -- Marzano, CAGTW, pgs 5-6

6. Pre-Assessments Used to indicate students’ readiness for content and skill development. Used to guide instructional decisions.

7. Formative Assessments These are in-route checkpoints, frequently done. They provide ongoing and clear feedback to students and the teacher, informing instruction and reflecting subsets of the essential and enduring knowledge. They are where successful differentiating teachers spend most of their energy – assessing formatively and providing timely feedback to students and practice.

8. Item Topic or ProficiencyRightWrong Simple Mistake? Really Don’t Understand 1 Dividing fractions 2 Dividing Fractions 3 Multiplying Fractions 4 Multiplying fractions 5 Reducing to Smplst trms 6 7 Reciprocals 8 9

9. Summative Assessments These are given to students at the end of the learning to document growth and mastery. They match the learning objectives and experiences, and they are negotiable if the product is not the literal standard. They reflect most, if not all, of the essential and enduring knowledge. They are not very helpful forms of feedback.

10. Score 4.0 Surpassing mastery expectations as defined in the curriculum Score 3.5 Stronger than the level below, but not consistent enough to be the higher level Score 3.0 Meeting mastery expectations as defined in the curriculum Score 2.5 Stronger than the level below, but not consistent enough to be the higher level Score 2.0 Approaching mastery as defined in the curriculum Score 1.5 Stronger than the level below, but not consistent enough to be the higher level Score 1.0 Beginning to demonstrate mastery as defined in the curriculum Score 0.5 Stronger than the level below, but not consistent enough to be the higher level Score 0 No understanding or skill demonstrated

13. 100 90 80 70 60 50 40 30 20 10 0 -2 -3 -4 -5 -6 4321043210 A ‘0’ on a 100 point scale is a ‘-6’ on a 4 point scale. If a student does no work, he should get nothing, not something worse than nothing. How instructive is it to tell a student that he earned six times less than absolute failure? Choose to be instructive, not punitive. Research shows that being instructive motivates students whereas being punitive does not.

15. Temperature Readings for Norfolk, VA in June 85, 87, 88, 84, 0 (forgot to take the reading) In conclusion, the average temperature in Norfolk in June is 68.8 degrees! …but I added ‘em all up and divided by the number of readings?!?!?! This data is inaccurate for what actually occurred, and therefore, unusable.

21. Rubrics and Standards Based Report Cards REPORT CARD RUBRICS ASSIGNMENT RUBRICS

26. Standards ‐ based Grading Impacts Behavior, not just Report Cards: “When schools improve grading policies – for example, by disconnecting grades from behavior – student achievement increases and behavior improves dramatically.” (Doug Reeves, ASCD’s Educational Leadership, 2008, p. 90, Reeves)

27. Behaviors that Affect Learning Effort Effort a. Perseveres b. Attempts Quality Work Engagement Engagement a. Participates b. Listens Responsibility/Work Ethic Responsibility/Work Ethic a. Work Is Complete b. Work Is Timely c. Follows Expectations/Directions d. Manages Time Well e. Advocates For Self/Accepts Responsibility for His/Her Learning

28. Be Clear: We grade against standards, not routes students take or techniques teachers use to achieve those standards. We grade against standards, not routes students take or techniques teachers use to achieve those standards.