1. Grading and Reporting for the 21 st Century Session 3 Stan Masters Coordinator - Instructional Data Services Lenawee ISD Winter 2010

2. 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

3. 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 –Marsha will leave the room as needed for conversations, as needed. Keep the conversations/topics positive Focus We are focusing on the use of grading and reporting We will focus on student achievement Our Norms

4. 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, 2004. 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”. NewYork: New Leaders for New Schools.“Interim Assessments: Keys to Successful Implementation”.

5. Fixes to Improve Grading and Reporting Distorted Student Achievement Inaccurate Evidence Inaccurate Calculations Involving Students

6. Broken Grades… Distorted Student Achievement 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

7. Broken Grades… Inaccurate Evidence 7. Organize and report evidence by standard/learning goal 8. Provide clear descriptions of achievement standards 9. Compare each student’s performance to preset standards 10. Rely only on quality assessments

8. Broken Grades… Inaccurate Calculations 11. Consider other measures of central tendency and use professional judgment 12. Use alternatives to zeroes to determine real achievement

9. Broken Grades… Support Learning 13. Use only summative evidence to determine grades 14. Emphasize the most recent achievement when learning will grow over time 15. Involve students in the grading process to promote achievement

10. Rubric for Evaluating Grading Practices Organizing the Gradebook Including factors in the Grade Considering assessment purpose Considering most recent information Summarizing information and determining final grade Verifying assessment quality Involving students

11. What does grading fit with reporting systems?

12. Critical Aspects in Determining Communication Purposes Guskey, T.R. and Bailey, J. (2001). Developing Grading and Reporting Systems for Student Learning. Thousand Oaks, CA: Corwin Press, p.174 What information or message do we want to communicate? Who is the primary audience for that message? How would we like that information or message to be used?

13. Report Cards Guskey and Bailey (p. 149) suggest: –Separate grades for products of learning and the process for learning –Separate grades for products of learning and progress toward performance expectations How are we keeping track of student progress toward content expectations?

14. Refine Your Report Card

15. Report Card Format, Organization, and Layout Guskey and Bailey (pp.168-169) suggest: –Legend/Key and definitions on front page –Same organization across buildings –Consistency in terminology and vocabulary –Comments with grades are better than grades alone! What are the format(s), organization(s), and layout(s) of your school(s) reports cards?

16. Personal Correspondence Guskey and Bailey (p. 176) identify: –Notes attached to report cards –Phone calls to parents –Progress reports –School open houses –Newsletters to parents –Personal letters/emails –Websites/blogs/wikis/podcasts –Parent-teacher conferences –Student-teacher conferences

17. Student-Led Conferences Student-Led Conferences Source: Guskey, T.R. and Bailey, J. (2001). Developing Grading and Reporting Systems for Student Learning. Thousand Oaks, CA: Corwin Press, 189-190 Guskey and Bailey –Students are responsible for leading discussion –Students share a portfolio of their work with the parents –Teacher acts as a facilitator of the conference –Structures include Time frame and facilities Pre-conference practice dialogue Scheduling Setting expectations for and follow-up after the conference

18. Student Led-Conferences What are the benefits for: –Students? –Teacher? –Parent?

19. Video Segment #6: Illustrations and Summary Start with __________________________ Gather accurate _____________________ ________ must guide sound grading practices _______ communities about the mission of competency

20. 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

21. Changes… What changes have you considered taking in your practice of grading and reporting? What supports do you need to make these changes? What more do you want to learn about grading and reporting next?