University of California, Irvine · Web viewDeveloping a Student Focused Grading Philosophy Multiple/Single Subjects – Presented by Stacie Cruz [email protected] To view ppt

Review the two reportsFocus Questions: What does a grade mean teacher #1’s class? What does a grade mean teacher #2’s class?

Which of the two reports gives the student and her parents more information about areas of success and growth?

How do the teacher’s grading practices assist students in becoming responsible learners?

Review the reportFocus Questions: What can this teacher infer about his student’s performance?

What can this teacher learn about his formative and summative assessment practices?

What assessment practice pitfall has this teacher experienced?

Developing a Student Focused Grading PhilosophyMultiple/Single Subjects – Presented by Stacie Cruz

[email protected]

To view ppt on your personal devices please visit my webpage: https://ocsarts-oc-ca.schoolloop.com/teacher_to_teacher“Very few beings really seek knowledge in this world. Mortal or immortal, few really ask. On the contrary, they try to wring from the unknown the answers they have already shaped in their own minds -- justifications, confirmations, forms of consolation without which they can't go on. To really ask is to open the door to the whirlwind. The answer may annihilate the question and the questioner.”

Anne Rice, The Vampire LestatStudent 1: 7th Grade Social ScienceThe Aeries grade reports represent the same student’s first semester final grade calculated in two different manners.#1: The grade is calculated on a point based system.#2: The grade is calculated on a weighted point based system.

Student 2: 12th Grade GovernmentThe Aeries grade report is from the first semester of a first year teacher.

Review the reportFocus Questions: What does a grade mean in this teacher’s class?

How do the teacher’s grading practices assist students in becoming responsible learners?

Take Aways:

Student 3: 9th Grade English HonorsThe Aeries grade report represents the student’s achievement during the second semester.

Students 4-6The School Loop grade reports represents the student’s achievement as momentary snap shots during

the second semester.

Primary InfluencesToxic Grading Practices and Alternatives

Toxic The Zero: The use of “zeroes” for missing

work. Average/Mean: The practice of using the

“average” of all scores during the grading period, a formula that presumes that the learning early in the semester is as important as learning at the end of the semester. (Marzano 2000; O’Connor, 2007)

Grading Period Killer: One Test or Project–the single project, test, lab, paper, or other assignment that will make or break students.

Alternativecomplete/submit missing workBest representation of work (Re-do, Re-submit)Resilience, Personal Responsibility (Don’t let them off the hook!)

Formative Assessment “Instruction is the means to a curricular end.” formative assessment is:

o “a process intended to make a teacher’s instructional means more effective”o provided to students so they can adjust their learning tactics

Formative Assessments are not a substantial portion of a student’s final grade

Marzano SampleGreen = Science Content StandardsRed = Science Skills and AbilitiesBlue = ESLRs? “Areas that aren’t necessarily academic in nature but [are] very important to learning”

The Standards Based ClassroomIs Not . . .A collection of points averaged at the end

Gotcha! System, looking to find holes in students’ knowledge and understanding of contentMade up of arbitrary assignments or busy work to be completed for points

A place where students are penalized for what they don’t know or didn’t do

Is . . .Based on learning goals and performance standards. One score is given for each learning goal (Topic/Standard)Measured only by achievement. No penalties or bonuses are given.An ongoing discussion of all aspects of grading with students (allowing for self-assessments with both formative and summative assessments helping students find success in the classroom)A classroom where all assessments are linked to Standards (achievement only grades)Students are not be penalized for late work.Students are only assessed on work submitted.

4.0 Grading Scale and Proficiency Levels

Academic Achievement Subject-Specific Content

o Information-Based Topics (Standards)o Process or Skill-Based Topics (Standards)

Thinking and Reasoning Skillso Information Processing Skills (Comparing, Analyzing,

Classifying)o Logic (Argumentation, Induction, Deduction)o Knowledge Utilization (Inquiry, Investigation,

Problem Solving, Decision Making) Communication Skills

o Writingo Speakingo Other Media

Priority Actions…What actions can you take to develop:

Formative and Summative Assessments? A No-Zero Policy A Re-do Policy? Mandatory Extra Help Procedures?

Think Time What assessment practices are you

excited to learn more about? What issues related to these grading

practices concern you?

Standards-Based Grading Procedures?o Assess students topically (standard)o Use rubrics to score student worko Report results by topic (standard)

“Judge a man by his questions rather than by his answers.”-VOLTAIRE

Student 1: 7th Grade Social Science #1: The grade is calculated on a point based system.Final Semester Grade #2: The grade is calculated on a weighted point based system.

#1

Student 2: 12th Grade Government The gradebook is from a first year teacher.Final Semester Grade

Category % Weight ContributionAssessments 72 30 .216Projects 100 30 .3Participation 92.50 20 .185Home/classwork 86.66 20 .173

Total 87.43%

Student 3: 9th Grade English Honors Grades are entirely rubric based.Final Semester Grade The grade is calculated on a weighted system.

Course Percentages100-83 = A82-63 = B62-45 = C44-25 = D25-0 = F

Category % Weight ContributionAssessments 72 30 .216Projects 100 30 .3Participation 92.50 20 .185Home/classwork 86.66 20 .173

Total 87.43%

Student 4: 9th Grade Biology The grade is calculated on a point based system.Mid-Semester Ongoing Grading

Student 5: 7th Grade ???? The grade is calculated on a point based system.Mid-Semester Ongoing Grading The grade is calculated on a weighted system.

Turning A Four-Point Rubric Score into A Letter Grade: How Can This Be Done?by Eileen Depka

The answer is…carefully! When using a four-point rubric, such as the one below, a score of three is typically a score that shows students are achieving at an acceptable level. After all, it is the second highest point value on the rubric. Teachers who need to use letter grades are in a bind. Often the easiest way is to take the score earned on the rubric and turn it into a percentage. Mathematically this is accomplished by dividing the points earned by the number of points possible. This method alone will not give an accurate picture of student achievement. When earning three points on a four-point rubric, a student has performed well. Three out of four points mathematically, though, is only a score of 75 percent. In many grading systems, the student is now left with an undeserved D.

To be fair to students and to calculate a more accurate reflection of student performance, the numbers can be manipulated slightly to achieve a grade that is more indicative of the quality of the product.

SOLVING EQUATIONS - GRADING RUBRICName Suzie Sample Date Today Criteria 1 2 3 4

Equation solution

Answer only is shown Initial equation and answer only are shown

Initial equation, steps, and answer

are shown

Initial equation, all steps, and answer are shown

Equation answer

Answer is incorrect Steps are incorrect or not present, but answer is correct

Steps are correct, but answer is incorrect

Steps are correct and answer is correct

Explanation of solution

Explanation is present but demonstrates a lack of

understanding

Explanation indicates a minimal understanding of

procedure

Explanation indicates

procedures are understood

Explanation clearly indicates procedures are understood at an

advanced level

Points possible = 12 Points earned = 10This student would receive 83 percent as a result of her rubric score if the evaluator changes it into a percent. If that is the desired method, try using one of the options below to determine the letter grade. It might give a fairer picture of achievement.

Option One:Turn the rubric score into a percent by dividing the points earned by the points possible, and then use the scale provided.

Example: Student earns 10 out of 12 points. 10 ÷ 12 = 83%, 83% = B

88 – 100 = A75 – 87 = B62 – 74 = C50 – 61 = D0 – 50 = F

This is a suggested point scale that seems to work fairly well. Percents can be adjusted up or down to best meet the needs of students.

Option Two:Determine the total points possible for the rubric. Divide the total possible by 5 to determine the increments for each point group. This is done because there are 5 grades in the A, B, C, D, F grading scale.

Example: rubric points possible total = 12, 12 ÷ 5 = 2.4The (quotient) answer determines the highest point value for the F group. F = 0–2.4 pointsTo determine the highest value for the D group add the quotient (answer) to the highest point value in the F group.

D = 2.41–4.8 points

To determine the highest value for the C group add the quotient (answer) to the highest point value in the D group.

C = 4.81–7.2 points

To determine the highest value for the B group add the quotient (answer) to the highest point value in the C group.

B = 7.21–9.6 points

To determine the highest value for the A group add the quotient (answer) to the highest point value in the B group

A = 9.61–12 points

Option Three:Determine the points earned and divide by the number of categories scored in the rubric. The answer will be a number between 1 and 4 when the rubric has a 1–4 point scale.Example: 4-point rubric with 3 categories graded within. Student scores 10 points. 10 ÷ 3 = 3.33, 3.33 = B

1–4 Rubric Scale no zero used

A = 3.41–4.0B = 2.81–3.4C = 2.21–2.8D = 1.61–2.2F = 1.0–1.6

1–4 Rubric Scale with optional use of zero for no evidence of a performance

A = 3.21–4.0B = 2.41–3.2C = 1.61–2.4D = 0.81–1.6F = 0.0–0.8

0–3 Rubric scale

A = 2.41–3.0B = 1.81–2.4C = 1.21–1.8D = 0.61–1.2F = 0.0–0.6

Each of the options provided aims to change a four-point rubric scale into a five-point letter grade scale. The result of using any of the three provided will be a more realistic picture of student achievement.