PLC Coordinating PLC Coordinating Council Council 2009-10 2009-10 Day 6 Day 6 Julie McDaniel Julie McDaniel
Apr 01, 2015
PLC Coordinating PLC Coordinating CouncilCouncil2009-102009-10Day 6Day 6
PLC Coordinating PLC Coordinating CouncilCouncil2009-102009-10Day 6Day 6
Julie McDanielJulie McDaniel
Quality Assessment Standards
(AKA The Keys to Success)
1. Clear and appropriate purpose2. Specific and appropriate learning
targets3. Solid assessment design4. Well-managed and effectively
communicated results5. Student-involved assessments
The 6-day journey1. Clear Learning
Targetsa. Learning
progressionsb. Accurate targets
2. Sound Designa. Target-method
matchingb. Sampling and
blueprints
3. Sound Designa. Performance
assessmentb. Rubric development
4. Sound Designa. Transformative
assessment b. Differentiation
5. Sound Designa. Critiquing assessmentsb. Culture
6. Effective Communication
a. Quality datab. Reporting results
Standard #4Well-managed and effectively
communicated results– Quality data– Quality feedback– Quality reporting
An Inference-Making Enterprise
Student’s assessment
results
Student’s knowledge
Inferencemade about
OVERT COVERT
Assessment Results
DATA
Instructionally Instructionally dismal delightful
Data – Uses and Misuses
Food Votes
Pizza 972
Hot Dogs 987
Hamburgers 955
Data – Uses and Misuses
Votes
950955960965970975980985990995
1000
Pizza Hot Dogs Hamburgers
Data – Uses and Misuses
Votes
0100200300400500600700800900
1000
Pizza Hot Dogs Hamburgers
33%
34%
33%
Pizza
Hot Dogs
Hamburgers
ACT scores, use on rise in Cobb
By Alexis StevensThe Atlanta Journal-ConstitutionThursday, February 12, 2009
Despite a drop in Cobb students’ average SAT scores, marks on a different college entrance exam have risen three straight years.
“Many of the stronger, college-bound students are opting to take the ACT,” said Superintendent Fred Sanderson, who delivered his State of the System address Wednesday.
More Cobb County students now opt to take the ACT. Thirty-nine percent of students took the test in 2008, up from 27 percent in 2006.
In 2008, Cobb students scored an average of 1523 on the SAT, down from 1538 in 2006. National and state averages have dipped, too. Georgians averaged 1453 in 2008, compared with a national average of 1495. The average ACT score for Cobb students in 2008 was 22, up a half-point from 2006.http://www.ajc.com/services/content/printedition/
2009/02/12/cobbboe0212.html
24%
58%
0%
20%
40%
60%
From The Detroit News (08/14/2004)
Black Educational Achievement
69%
96%
0%
20%
40%
60%
80%
100%
How educational enrollment and achievement of black students have changed since the 1954 Brown v. Board of Education decision.
1954 2002
Enro
llmen
t of ch
ildre
n
ag
es 5
an
d 6
in sch
ool
Enro
llmen
t of stu
den
ts ag
es 1
8 a
nd 1
9 in
school
1954 2002
2%
17%
0%
5%
10%
15%
20%
15%
79%
0%
20%
40%
60%
80%
From The Detroit News (08/14/2004)
Black Educational AchievementHow educational enrollment and achievement of
black students have changed since the 1954 Brown v. Board of Education decision.
1954 2002
Hig
h S
chool G
raduate
s
Colle
ge G
raduate
s
1954 2002
Minute Blitz:
How have you seen data used in your district? In local and regional
media?
Quality Feedback
“I always did well on the essay questions. Just put everything you know on there, maybe you’ll hit it. And then you’d get the paper back from the teacher, and she’s just written one word across the entire page, “vague.” I thought “vague” was kind of a vague thing to say. I’d write underneath it, “unclear,”and send it back. She’d return it to me, “ambiguous.” I’d send it back to her, “cloudy.” We’re still corresponding to this day. Hazy, muddy..
Jerry Seinfeldin SeinLanguage
©1993, Bantam Books
Charting feedback• Nice work• I never get to lead a
project• I’m really proud of you• 4/6 classes have met the
standards• What are some of the areas
that you could work on that would increase your score?
• Lovely• Thank you• You have really improved• 10% retention rate• I like the way you think • In what ways could you
bring this paper to a “4”?
• 20% of the criteria • I appreciate your patience• Awesome!• Your scores have improved• 35 minutes in reading
instruction• In what areas do you need
the least amount of work?• That’s very insightful• 6% rise in science scores• I’m seeing real growth in
your thinking• Poorly written• You seemed to have trouble
here
FeedbackFive categories
– Judgment – Personal observation – Inference – Data– Mediative questions
Teachers use data and reflective questioning to enable students to
make their own judgments, personal observations and
inferences.Table Talk
Teacher Focus
Student Focus
Most Common Grading Scales
• 4 point• 12 point• 100 point
Student Grades
100 pt: 0, 0, 70, 80, 80, 90 12 pt: 0, 0, 4, 7, 7, 10
4 pt: 0, 0, 2.0, 3.0, 3.0, 4.0
= 53% E
= 5.6 C+
= 2.0 C
Implication for dropping classesStudent engagement
Which student would you choose to pack your parachute?
30
40
50
60
70
80
90
100
Mastery 70 70 70 70 70 70 70
1st Try 2nd Try 3rd Try 4th Try 5th Try 6th Try 7th Try
Adapted from How to Grade for Learning (O’Connor, 2002)
70%
Which student would you choose to pack your parachute?
30
40
50
60
70
80
90
100
Student A 95 40 80 55 90 50 80
Mastery 70 70 70 70 70 70 70
1st Try 2nd Try 3rd Try 4th Try 5th Try 6th Try 7th Try
Adapted from How to Grade for Learning (O’Connor, 2002)
70%
Which student would you choose to pack your parachute?
30
40
50
60
70
80
90
100
Student A 95 40 80 55 90 50 80
Student B 40 55 50 80 80 90 95
Mastery 70 70 70 70 70 70 70
1st Try 2nd Try 3rd Try 4th Try 5th Try 6th Try 7th Try
Adapted from How to Grade for Learning (O’Connor, 2002)
70%
Which student would you choose to pack your parachute?
30
40
50
60
70
80
90
100
Student A 95 40 80 55 90 50 80
Student B 40 55 50 80 80 90 95
Student C 95 80 90 80 50 55 40
Mastery 70 70 70 70 70 70 70
1st Try 2nd Try 3rd Try 4th Try 5th Try 6th Try 7th Try
Adapted from How to Grade for Learning (O’Connor, 2002)
70%
70%
70%
WeightingAUTO MECHANICS
Student #1 Student #2
71% 52%
WEIGHTS
Scenario Practical Theory Grade
A 25% 75%
Student 1 0/25 71/75 71%
Student 2 25/25 27/75 52%
B 50% 50%
Student 1 0/50 47/50 47%
Student 2 50/50 18/50 68%
C 75% 25%
Student 1 0/75 24/25 24%
Student 2 75/75 9/25 84%
Melcher vs. Dike-New Hartford Community School District
Findings• No basis for
raising the grade from A- to A
• No extra credit given for raising the grade
• “At all times Casey was a master of his destiny.”
Melcher vs. Dike- New Hartford Community School District
“Inasmuch as no one is more capable than the classroom teacher of making these types of determination (evaluating student skills, abilities, and knowledge), there is no basis for the local board … to overturn the judgment of (the teacher).” Local school boards and administrators have authority over grading practices in cases “involving clerical or mechanical (e.g., mathematical) mistakes, fraud, incompetence, or bad faith.” In this case, there are no such allegations.
Barno v. Crestwood Board of Education
Findings• Court of Appeals
ruled that district grading policy was both unreasonable and contrary to state law
• A diploma was issued to Ms. Barno (after graduation ceremony)
Barno v. Crestwood Board of Education
“…the school’s grading policy made attendance a prerequisite for academic credit, which meant that attendance became part of the curriculum. A state statute listed courses that must be included in the curriculum, and they all shared a common characteristic: They were subjects to be studied. Under the statute, boards of education can only add subjects of study to the curriculum. Attendance was not a subject of study. There were no textbooks related to attendance, no lectures, and student could not be tested…”
Neilson, Nelson & Burns v Audubon Community School District
Findings• Decision regarding
grades reversed and credit for the marking period was ordered to be awarded ASAP
• No board policy basis for withholding grades
• Denying credit as means of non-academic discipline is ‘invalid.’
• No basis for returning the fees for the band trip
Neilson, Nelson & Burns v Audubon Community School District
“…The withholding of academic credit as punishment for non-academic misconduct is hardly ever allowed…”
Katzman v Cumberland ValleyFindings• Grade reduction was
reversed• Misrepresenting
scholastic achievement is both improper and illegal
• Grade reduction policy without an optional make up program is also illegal
Katzman v Cumberland Valley
“ The policy adopted by the school board when it determined to discipline a student for an infraction unrelated to education by reducing her grades… amounted to a clear misrepresentation of student's scholastic achievement for college entrance and other purposes and, as such, represented an illegal application of school board's discretion. “
Schmidt v Waterloo Community School District
Findings• Reversed expulsion
immediately, but too late to restore credit for first semester
• Attendance policy unreasonable on legal and educational grounds
• School ignored legislative preference of working with parents and serving the at-risk student
Schmidt v Waterloo Community School District
“When a prima facie case of unreasonableness is made out, the burden shifts to the Board to justify its policy. In this case, the District’s reasoning, while laudable in purpose and intent, failed to overcome the unreasonableness of the policy. Therefore, the policy must fail.”
What’s happening in Tennessee?
Tennessee• Given “Cream Puff Award” in 2006 for
having nation’s worst standards and not doing anything about it (Ed. Next Magazine)
• Attention given to large numbers of students passing state test and failing national tests
• Fall 2009: New standards, new texts, new tests, new curriculum– Teacher training– Rigorous expectations
What’s happening in Virginia?
Virginia School Districts
District A B C D F
Colonial Heights
100-94 93-87 86-80 79-73 72 and below
Richmond 100-92 91-83 82-74 73-65 64 and below
Petersburg 100-94 93-88 87-78 77-70 59 and below*
Amelia 100-93 92-85 84-77 76-70 69 and below
What’s happening in Pittsburgh, PA City Schools?
• 90-100 A• 80-89 B• 70-79 C• 60-69 D• 50-59 E
So Where’s the Controversy?“No Zeroes” policy!
Work may not be scored below 50%
What’s happening in Pittsburgh?
Pittsburgh Conflict• Critics say
– coddling of bad students, – cause high-performing students to
goof off from time to time, safe in the knowledge that they wouldn't have to bounce back from anything lower than a 50 percent.
– "To me, it's morally wrong!"
What’s happening in Dallas?
• Re-testing, Pre-K – 12• Make-Up Work Related to an Absence,
Defined Pre-K - 12• Late Work Not Related to an Absence,
Defined Pre-K – 12• Grading practices must focus on
student growth and mastery of the learning standards
What’s happening in Dallas?
All students shall earn a grade point average (GPA) based on a 100-point system…Class rank points are adjusted for course difficulty. The equivalent scale for numerical grades on a 4.0 grade point system is as follows:
A 90-100 4.0B 80-89 3.0C 70-79 2.0F < 70
0.0
Dallas ISD Defines Homework!
• Homework is assignment of work related to the essential knowledge and skills and used as independent practice activities. These assignments are expected to be completed outside the regular classroom setting. Homework should always be reviewed with students with feedback provided by the teacher.
No mention of ‘grading’ or ‘giving credit.’
Communicating Results• Traditional grading practice in a
standards-based environment• Arbitrary decisions that morph into
institutionalized behavior• Return to the PURPOSE standard. Then,
ask yourself, what is the meaning of grades? What do they communicate to students? To parents?
• Consistent practice to attain equity.
Standard #5: Student-Involved Assessment
Goal: Self-Directed Learner
Self-directed learners can
1. Self-manage2. Self-monitor3. Self-modify
Quality Assessment Standards
(AKA The Keys to Success)
1. Clear and appropriate purpose2. Specific and appropriate learning
targets3. Solid assessment design4. Well-managed and effectively
communicated results5. Student-involved assessments
One Final Thought
We Are the Ones We’ve Been Waiting For
See You Next Year!
Julie [email protected]