Setting Up a Standards-Based Classroom

Setting Up a Standards-BasedClassroom

Buck EvansAssistant Superintendent for Operations

Cognitive ComplexityBased on Bloom’s Taxonomy

Bloom’s Taxonomy of Learning

Higher Order Thinking Skills

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeLower Order Thinking

Skills

Critical Questions

for Learning

1. What knowledge and skills should every student acquire as a result of this class, course, or grade level and how deeply should they know and/or be able to do?

Where is the learner going?

power standards, unpacking, learning targets, essential questions

Where is the learner now?2. How will we know each student has acquired the

essential knowledge and skills at the level of rigor standards require?rubrics, checklists, formative assessments, pre- & post-tests

How to close the gap?3. How will we respond when some students do

not learn?4. How will we respond when some students have clearly achieved the intended outcomes?teacher / team analysis of data + lesson/unit (re-)design

Phases

1 & 2

Phase 4

Phase 3

Webb’s Depth-of-Knowledge Levels

Recall &

Reproduction

Skills &

Concepts

Strategic Thinking/ Reasoning

Extended Thinking

DOK 1 DOK 2 DOK 3 DOK 4

Learning Progression Behaviors 

Creating*Generating new ideas, products, or ways of viewing things, designing, constructing, inventing.

EvaluationSynthesis

Justifying a decision or course of action, checking, hypothesizing, critiquing, experimenting, judging.

AnalysisBreaking information into parts to explore understandings and relationships, comparing.

ApplicationUsing information in a familiar situation, implementing, carrying out.

Comprehension

Explaining ideas or concepts classifying, summarizing, paraphrasing.

KnowledgeRemembering, recalling information, recognizing, listing, selecting.

*Updated by Lorin Anderson in 2001

4321

Frequency Rubric Cognitive Demand Progression Rubric

The learner rarely demonstrates the ability to understand characterization by describing the character’s actions.

1The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.

Frequency Rubric Cognitive Demand Progression Rubric

The learner sometimes demonstrates the ability to understand characterization by describing the character’s actions.

2The learner demonstrates the ability to comprehend characterization by describing the character’s actions.

The learner rarely demonstrates the ability to understand characterization by describing the character’s actions.

1The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.

Frequency Rubric Cognitive Demand Progression Rubric

The learner frequently demonstrates the ability to understand characterization by describing the character’s actions.

3The learner applies understanding of characterization by determining how a character may behave in a new situation, based on his/her actions.

The learner sometimes demonstrates the ability to understand characterization by describing the character’s actions.

2The learner demonstrates the ability to comprehend characterization by describing the character’s actions.

The learner rarely demonstrates the ability to understand characterization by describing the character’s actions.

1The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.

Frequency Rubric Cognitive Demand Progression Rubric

The learner always demonstrates the ability to understand characterization by describing the character’s actions.

4The learner demonstrates the ability to evaluate characterization by critiquing the character’s actions, based on his personality.

The learner frequently demonstrates the ability to understand characterization by describing the character’s actions.

3The learner applies understanding of characterization by determining how a character may behave in a new situation, based on his/her actions.

The learner sometimes demonstrates the ability to understand characterization by describing the character’s actions.

2The learner demonstrates the ability to comprehend characterization by describing the character’s actions.

The learner rarely demonstrates the ability to understand characterization by describing the character’s actions.

1The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.

Depth-of-KnowledgeDiscuss the fundamental difference

between a frequency rubric and a cognitive demand rubric.

What are the implications to you when moving from a frequency rubric to a cognitive demand rubric?

Power StandardsQuintessential knowledge and

skills students need to learn at each grade level

Common Core Standards

Aim of the Organization

Goals & Measures Aim of the

Organization

Goals & Measures

With Power Standards

Without Power Standards Aligned Acts of Improvement

Random Acts of Improvement

Common Core Standards English Language Arts

Grade 3 Reading StandardsLiterature – 10Informational text – 10Foundational skills – 3

Grade 3 Writing Standards1 – has 4 sub-parts4 – 10

Grade 3 Speaking and Listening Standards6

Common Core Standards English Language Arts

Grade 3 Reading StandardsConventions -- #1 has 9 sub-parts, #2 has

7 sub-parts, and #3 has 2Vocabulary Acquisition -- #4 has 4 sub-

parts,#5 has 3

Grade 3 Math Standards25 with numerous sub-components

Webb’s Depth-of-Knowledge Levels

LEVEL 1 Recall & Reproduction

Recall of a fact, term principle, concept, or perform a routine procedure

LEVEL 2 Basic Application of Skills/Concepts

Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs

LEVEL 3 Strategic ThinkingRequires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer

LEVEL 4 Extended Thinking

An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources.

Why DOK?• OSPI uses Depth-of-Knowledge levels

to ensure that MSP & HSPE questions include a range of cognitive complexity.

• Federal government requires that states include Depth-of-Knowledge as a component in assessment design.

• Research tells us that students learn skills and acquire knowledge more readily when they understand concepts more deeply, recognize their relevance, and transfer learning to new or more complex situations. ** National Research Council. (2001). Pelegrino,J., Chudowsky,N., & Glaser,R.(Eds.)

Knowing what students know: The science and design of educational assessment.

Initial Misconceptions…DOK is NOT about difficulty: a difficult problem

or task does not necessarily involve deep knowledge or complexity of content.

o Adding 4,678,895 + 9,578,885 may be more difficult than 4+4, but both are DOK1

o Restating an abstract theory may be more difficult than restating a simple fact, but both are DOK1 NOT about prescribing according to

ability or age: Some wrongly conclude DOK1 is for the “low group” and DOK4 is for the “highly capable” or DOK1 is for elementary while DOK3-4 is for high school.

Test Drive the Matrix for“INSTRUCTION TASKS”

Place instructional tasks that scaffold learning & guide each

student progressively toward deep proficiency of this standard on the

Bloom/Webb Matrix.

Example C: Construct and interpret line graphs.

3

1Identify components of line

graphs2

Construct a line graph3

Interpret a line graph

Do your performance levels have meaning?

What does each performance level mean in relation to the standard(s) students have to meet?

90% - 100%

A 4?

The student has completed proficient work in all learning objectives and advanced work on some of the learning targets.

80% - 90%

A - 3

A-3 means the student has completed proficient work on all the learning objectives.

A grading or performance level system should not be based on the inappropriate use of averages.

Using Averages

Using attendanceEffortBeing a good “kid”

What does each performance level or grade indicate in regard to student proficiency to:

the Parentsthe Teachers of later courses in

sequence

the Student

Traditional Grade Book

Name Homework Average Quiz 1 Chapter 1 Test

John 90 65 70

Bill 50 75 78

Susan 110 50 62

Felicia 10 90 85

Amanda 95 100 90

Standards-Based Grade Book

NameObjective 1:

Write an alternate ending for a story

Objective 2: Identify the elements of a story

Objective 3: Compare and contrast two stories

John Partially proficient Proficient Partially Proficient

Bill Proficient Proficient Partially Proficient

Susan Partially Proficient Partially Proficient Partially Proficient

Felicia Advanced Proficient Proficient

Amanda Partially Proficient Advanced Proficient

Traditional Grade Book

Name Homework Average Quiz 1 Chapter 1 Test

John 90 65 70

Bill 50 75 78

Susan 110 50 62

Felicia 10 90 85

Amanda 95 100 90

Homework

Assigned problems, assignments, and activities should be directly linked to learning targets.

Students should be able to ask and answer:

Do I know this?Can I do this?

It is critical that homework have direct correlation to the learning target(s).

Assessing Students (Refereeing)

Struggling students should have the opportunity to retest.

Assessment should take place when you are confident that a reasonable number of your students will score at the proficient level.

Standards-based performance levels or grading should:

Identify the concise set of standards for content/subject

Provide a precise definition of what meeting proficiency looks like

Define quality

Understanding Standards-Based Grading

No teacher can use standards-based grading without clear standards.

Motivate students so they will want to do betterUsed to ensure compliance

Assign a letter or number to the amount of learning which has occurredShow progress in relation to identified standards

Quantify what a student has learned and is able to complete

Provide feedback so students will know what they need to do next or do better to be proficient

What is the purpose of the report card?

What is the difference between… Students who earn a 4 (A) Students who earn a 3 (B) Students who earn a 2 (C) Students who earn a 1 (D)

Calculate the final grade or level for a student who received the following:

2 (C) MA Missing Assignment

2 (C) MA Missing Assignment

Missing Assignment

3 (B)

1 (D) 4 (A)2 (C) 2 (C)3 (B)

Final level/grade would be?

Answer is based on? The teacher’s grading/assessment policy

At Minimum Assessment/Grading/Level Standards Should Be Based On

Accuracy

Fairness

Effectiveness

AccuracyThe use of Zero or no credit

On a 100 point scale90-100 = a 4 a an A80- 89 = a 3 or a B70-79 = a 2 or a C60-69 = a 1 or a D

Interval Between the Performance Levels or Grades

4 to 3 A to B 3 to 2 B to C 2 to 1 C to D 10 points

If the Student Receives a Zero or No Credit The interval is from a Level 1 or D to Zero

Equates to:

A Six Fold Penalty

When compared to the other levels or grading intervals

Equating the TwoA Level 1 or a D is considered sub-standard or unacceptable.

The failure of not turning in work at all is considered egregious or appalling.We are then required to defend that egregious or appalling is six times as bad as unacceptable.

Ultimate Impact Should students lose credit or

not matriculate to the next grade level because of Zeros?

Using Zeros would be based on a misplaced mathematically inaccurate grading policy.

Fairness Equating quiet compliance with proficiency

Being a “good kid”

I know she knows this even though the test results do not bear it out

The bless her heart syndrome

Effectiveness

Do your grading and assessment practices improve student achievement?Or as Richard Stiggins would ask – do your assessment beliefs support “of learning or for learning”?

Effectiveness: The Quintessential Question

Were my students this year more engaged, responsive, responsible, and successful than in previous years?

If so, then…

Your grading and assessment policies are adequate

Effectiveness: Feedback is…

They were either victorious or failed (died) at the end of each game

One of the best ways to improve performance Familiar to students who are

growing up playing video games – They receive feedback that is:

ImmediateSpecificAnd often brutal...

Effectiveness:Feedback

From the student’s perspective feedback is not calculating an average or a final score on an assessment.But to inform them on how they can improve on their next attempt to…rule the universe.

Assessment and Grading Improvement

Suspend the use of averages

Stop using Zero

Provide regular, relevant, just-in-time feedback

Assessment and Grading Improvement

In essence educators can be…

AccurateFair

Effective