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

Grading and Reporting for

the 21st CenturySession 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 SuccessWrite 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 21st 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 Purposes2. Clear Targets3. Good Design & Methods4. 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 Targets3. Good Design & Methods4. 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, 2004.

Bravmann, S. L., “P-I Focus: One test doesn’t fit all”, Seattle Post-Intelligencer, May 2, 2004.

Marshall, K. (2006) “Interim Assessments: Keys to Successful Implementation”. New York: New Leaders for New Schools.

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 Learning Questions

Wonderments Next Steps

How can we fix grades so that they are…

Criteria Fix(es)

Consistent 8

Accurate 1,2,3,4,5,6,9,10,11,12,14

Meaningful 7

Supportive of Learning 13,14,15

Source: Ken O’Connor, “15 Fixes for Broken Grades” Videoconference, 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 forA 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 Learning Questions

Wonderments Next Steps

Traffic LightOur session addressed…• How should grading occur in

our 21st 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.– 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