all mindset, all commitment/ exploring standards …...all mindset, all commitment: exploring...

All Mindset, All Commitment: Exploring Standards-Based Grading

areibel.weebly.com

http://areibel.weebly.com

Before we start…Introduction

¨ Adlai E. Stevenson: School District 125

¨ 4,000+ Students ¨ Lincolnshire, IL in Lake

County ¨ Director Of Assessment,

Research, Evaluation ¨ Teacher, Team Leader, Core

Leader, Administration

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Before we start…Introduction

¨ [email protected] ¨ Twitter: @areibel

For All Materials ¨ areibel.weebly.com ¨ assessormag.com

For Information about Grading Practices ¨ myebrexperience.com

For Information about Assessment ¨ mypbaexperience.com

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mailto:[email protected]


http://myebrexperience.com

http://mypbaexperience.com

Before we start…Vocabulary

SBG, SBR, EBG, EBR, CBE, etc.

Competency =Proficiency=Mastery

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Before we start…SHS Data

¨ Currently 80% of Courses EBR

¨ Approx. 150 Teachers

¨ All Students (at least one course)

¨ 2019-2020 - 90%

¨ 2020-2021 - 100%

¨ 2021-2022 - (If Circumstances Arise for Teams)

¨ Student Survey 30% 30% 30%

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Before we start…The Five Phases of Implementation

¨ Phase 1: Adopting the Mindsets & Commitments

¨ Phase 2: Creating Learning Standards and Proficiency Scales

¨ Phase 3: Creating Proficiency-based Assessment Events

¨ Phase 4: Adopting a Proficiency-Based Instruction Model

¨ Phase 5: Grading from Proficiency Evidence

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Before we start…My Hope for this Session

Use,

Refuse,

or Recycle

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Canyoucommittotheseactions?Ifsoyouarereadytogo

Commitment1

DroppingPoints

Phase 1: Commitments

Commitment2

NoZeros,Averages,GradesasCompliance,Weighting

Commitment4

GradingwithEvidence

Commitment5

Gradebook

Commitment3

Assessmentsareawarenessevents

How would you answer…!9

What is GRADING?

My Definition of Grading!10

Trusted Adults Observing Competencies

Tony Wagner - Most Likely to Succeed

SBG is !11

Professional & Calibrated Interpretation of Student

Produced Evidence Thomas Guskey

How would you answer…!12

Why should I use SBG?

The Why?!13

Make a difference in a child’s lifeHelp a child learn how to make a difference in their own life.

!14

To Learn How to Grow Our Own Learning and Ultimately Ourselves toward expectations

Efficacy

Typical View of Confidence and Competency!16

Confidence

Efficacy, Confidence, Competency!17

Confidence

Traditional Grading = Transactional System

SBG = Efficacy-Based System


Commitment1

DroppingPoints

Commitment2


Commitment4

GradingwithEvidence

Commitment5

Gradebook

Commitment3


Commitments

Good morning,

Brian got his chapter test back yesterday. He received a 75% on it. The grade had nothing to do with his understanding of the material. He forgot to continue using the negative sign in two problems and didn't read

the question carefully in one question.

I told him those are easy fixes. For the negative signs, I told him to either scribble darkly when he writes one or use a different color pen/

pencil. Directions, use a highlighter.

This test score doesn't reflect his ability or work ethic and I told him that. I know he cares about his grades and works hard.

Thanks!

A Letter

Good morning,

Brian got his chapter test back yesterday. He received a 75% on it. The grade had nothing to do with his understanding of the

material. He forgot to continue using the negative sign in two problems and didn't read the question carefully in one question.

I told him those are easy fixes. For the negative signs, I told him to either scribble darkly when he writes one or use a different color pen/

pencil. Directions, use a highlighter.

This test score doesn't reflect his ability or work ethic and I told him that. I know he cares about his grades and works hard.

Thanks!

A Letter


Commitment1

DroppingPoints

Commitment2


Commitment3


Commitment4

GradingwithEvidence

Commitment5

Gradebook

Commitments

89 90

Commitment 1: Dropping Points

What’s the Difference?

85%

Commitment 1: Dropping Percents

What does this mean to you?

0 0 0

100 100 100

Test Scores

Zeros

Student A

40

60

80

90

90

Averaging

Student B

90

90

80

60

40

Student C

40MA(missingassignment)

608090

MA(missingassignment)MA(missingassignment)

90

72%

Reward/Punishment

Weighting!31

88%

There is an extension question worth 4 points on a test. Test is 50 points weighted to a 100 points.

There are three of these tests in a grading term. For a total of 300 points.

What is the highest TERM GRADE a student can earn if he or she MISSES ONLY that one question each test.


Commitment1

DroppingPoints

Commitment2


Commitment3


Commitment4

GradingwithEvidence

Commitment5

Gradebook

Commitments

To Get Accurate Evidence of Learning…

Assessment must focus on Aptitude, Thinking and Growth

Assessments are more awareness events than anything else.

Otherwise ‘evidence of learning’ could be just…

Fleeting Bursts of Brilliance

Why this is important

A Math Question

Underlinewhatinformationintheprobleminterestsyou?

Howdoyoubegintosolveaproblemlikethisone?

Usingnumbersandwordsexplainyouranswer.

Beprecise.

Showallworkandlabelyourwork.

Fastest Way to Start Doing This

Guess? Unsure? Sure?


Commitment1

DroppingPoints

Commitment2


Commitment3


Commitment4

GradingwithEvidence

Commitment5

Gradebook

Commitments

Commitment 4: Grade with Evidence

Student’s Perspective of Self =

Teacher’s Perspective of Student

Learning Target #1 Learning Target #2 Learning Target #3 Learning Target #4 Learning Target #5 Learning Target #6

A,B,C,D,F

Do WE agree on YOUR state of

proficiency in these expectations?

How Do You Grade Then?

A = 3 or 4 in All expectations B = 2 in an expectation

C = 2 in multiple expectations D = 1 in an expectation

F = 1 in multiple expectations


Commitment1

DroppingPoints

Commitment2


Commitment3


Commitment4

GradingwithEvidence

Commitment5

Gradebook

Commitments

Commitment 5: Grade Book Structure

Houses Points Houses Stories

Is your grade book…?

Reporting Structure Must Answer These Questions

1. How am I Growing?

2. How am I Doing?

3. How am I Acting?

EBR Gradebook

EBG Codes

How am I Growing? How am I Doing? How am I Behaving?

AG MG FG I

4 3 2 1 M N

CN

BLANK

PS

Can Do, Can’t Do, Won’t Do

Scale(1=NotAtAll,5=Definitely)

DroppingPoints/DroppingAverages

NoZeros,Averages,GradesasCompliance,WeighXng


GradingwithEvidence

Gradebook

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

CommitmentsCanyoucommittotheseactions?Ifsoyouare

readytogo!

Evidence-Based Grading (SBG)!48

Expectations (Targets)

Events (Assessment & Instruction)

Evidence (Record & Grading &

Report)

Engagement (Feedback &

Grade Determination)

Evidence-Based Grading!49




Report)



4 - Exceeds Expectations

3 - Meets Expectations

2 - Approaching Expectations

1 - Still Developing

Curriculum: Competency First, Content Last

Competencies(What?)

Actions/Skills That Demonstrate Competencies

(How?)

Expectations of Actions/Skills(How Well?)

Criteria To Meet Expectations(Which?)

Can’t Be Negative

Can’t Be Use Numbers

Can’t Change Verb

Course Description!51

Explore more Examples

¨ Elementary ¤ areibel.weebly.com ¤ more/ ¤ elementary standards

¨ Secondary ¤ d125.org ¤ academics ¤ academic information ¤ academic division links ¤ Select Division ¤ Course Descriptions

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http://d125.org

Try it out

¨ Proficiency-Based Curriculum Template

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Report)



Assessment Purposes

Deliver Develop Determine

Practice Game Simulation Game

Property of Stevenson High School

Assessment Purposes


Prepare you to WRITE Experience WRITING Are you a good WRITER?


Evidence Organization Template!58





Report)



Recording Evidence


Prepare you to WRITE

(Not in Grade book or in Homework Log)

Experience WRITING

In GB, but Inactive

Are you a good WRITER?

In GB and Active


EBR Gradebook

EBG Codes

How am I Growing? How am I Doing? How am I Behaving?

AG MG FG I

4 3 2 1 M N

CN

BLANK

PS

Can Do, Can’t Do, Won’t Do

Gradebook Setup Template





Report)



Grading with Only Evidence

•Pattern Recognition

•Complex Conversations

Grade without points

4Exceeds

3 Proficiency 2 Approaching

1Still Developing

+1

-1

+1

-1

Total score: 2/4

Major

Major

Minor mistakes with pre-requisite skills

EVIDENCE-BASEDPOINT BASED

Can you grade this without points?

4 - I can create an expert historical narrative with sufficient and relevant

historical detail

3 - I can create an accurate historical narrative with sufficient and relevant

historical detail

2 - I can create an accurate historical narrative with relevant historical detail

1 - I can create an historical narrative with historical detail

Child Labor Laws in 1800s Definitions/Concepts of

Vocabulary of Dates of

Legal Terms/Policies of

Criteria

Target

Standard

Historical Writing

What did you partner score?

4 - I can create an expert historical narrative with sufficient and relevant

historical detail

3 - I can create an accurate historical narrative with sufficient and relevant

historical detail

2 - I can create an accurate historical narrative with relevant historical detail

1 - I can create an historical narrative with historical detail

Child Labor Laws in 1800s Definitions/Concepts of

Vocabulary of Dates of

Legal Terms/Policies of

Criteria

Target

Standard

Historical Writing

Grading Policy

A = A score of 3 or 4 for each of the Standards

B = A score of 2 for any Value, with a 3 or 4 in all remaining Standards.

C = A score of 2 for two OR more Standards (no score of 1)

D = A Score of a 1 in one Standards

F = A score of 1 in two or more Standards.

Grading Policy

A = Proficient In All Standards

B / C = Movement Towards Proficient

D / F = No Movement Towards Proficient

Remember EBG grading is….

Body of work with consideration to growth

Steps

Pathways to Proficiency 2017 Gobble, Onuscheck, Reibel, Twadell

Body of Work

Proficiency Score

Valued Skill 1 2-3 2




4 3 2 1

4-3 4-1 2-3 1-4

4-2 3-2 3-1 1-3

3-4 2-4 2-1 1-2

Grade Projection (Whichever you

prefer to display)

C/B

C/D

A = 3 or 4 in All expectations

B = 2 in an expectation C = 2 in multiple

expectations D = 1 in an expectation

F = 1 in multiple expectations

Step 1 Step 2 Step 3 Result

Value Reading Writing Speaking and Listening

Skills Analysis Argument Creative/Generative

Speaking & Listening

Event: Meets Expectation? 2 2 3 4Event: Meets Expectation? 2 2 3 4Event: Meets Expectation? 3 2 3 3Event: Meets Expectation? 2 2 3 3Event: Meets Expectation? 3 3 3 2Event: Meets Expectation? 2 3 2 3Event: Meets Expectation? 3 2 4 4Event: Meets Expectation? 3 4 4 2Event: Meets Expectation? 2 2 3 2Event: Meets Expectation? 3 4 3 2Event: Meets Expectation? 2 4 4 2

Mode?Tail?

OVERALL

End.

Beg.

1. Find Mode

2. Consider Growth (Tail)

3. If Tie, Take Lower Score

4. 4 equals 3

5. Many Scores to One Score

5 TIPS for EBR Grading





Mode? 2 3 3Tail? 2 4 2

OVERALL 2 3 2

End.

Beg.

1. Find Mode



4. 4 equals 3



C/B





Mode?Tail?

OVERALL

End.

Beg.

1. Find Mode



4. 4 equals 3







Mode? 3 2 2Tail? 3 3 3

OVERALL 3 3 3

End.

Beg.

1. Find Mode



4. 4 equals 3



A





Mode?Tail?

OVERALL

End.

Beg.

1. Find Mode



4. 4 equals 3







Mode? 3 3 3Tail? 3 2 3

OVERALL 3 2 3

End.

Beg.

1. Find Mode



4. 4 equals 3



B/A





Mode?Tail?

OVERALL

End.

Beg.

1. Find Mode



4. 4 equals 3







Mode? 2 3 2Tail? 2 1 2

OVERALL 2 1 2

End.

Beg.

1. Find Mode



4. 4 equals 3



D/C





Mode?Tail?

OVERALL

End.

Beg.

1. Find Mode



4. 4 equals 3







Mode? 2 2 2-TieTail? 3 3 2

OVERALL 3 3 2

End.

Beg.

1. Find Mode



4. 4 equals 3



B/A

A/B

B/A

MG

AG

AG

AGD/C

Yes

Yes

AGI/A

P/F

Let’s Explore

¨ myebrexperience.com

!86

http://myebrexperience.com

SBG is dependent on…

¨ Teacher’s ability to empower students (efficacy) ¨ Teacher’s ability to set Expectations

¤ Clear ¤ Viable ¤ Up Front ¤ Complete

¨ Teacher’s ability to use Assessment ¤ # ¤ Purpose

¨ Teacher’s ability to give feedback ¤ Prescriptive (Growth) ¤ Positive & Inclusive ¤ Mutual (Constructive)

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AP Scores in Microeconomics

Courses

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2010 2015 2016 2017 2018

NOT EBR

NOT EBR

EBR EBR EBR

Avg. Score 3.7 3.7 3.9 4.2 3.9

Mode 4 4 5 5 5

%>3 84.0 86.0 86.0 91.0 92.0

EBR IMPACT?

The Five Phases of Implementation

¨ Phase 1: Adopting the Mindsets and Commitments ¤ Efficacy, Self-Regulation, Competence ¤ Professional Interpretation of Evidence

¨ Phase 2: Creating Learning Standards and Proficiency Scales ¤4 level gradation, 3 is proficient, Majority 3s=A, 3 Rules

of Creating Proficiency Scales ¨ Phase 3: Creating Proficiency-based Assessment Events

¤3 Purposes of Assessment ¨ Phase 4: Adopting a Proficiency-Based Instruction Model

¤ Start and end lessons with “student does” ¨ Phase 5: Grading from Proficiency Evidence

¤Grade book structure and codes, grading scale, IRC

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Questions?

To schedule professional development at your site,

contact Solution Tree at 800.733.6786.

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Thank you!

all mindset, all commitment/ exploring standards …...all mindset, all commitment: exploring...

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