using classroom grading practices to predict state assessment performance

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Using Classroom GradingPractices to Predict StateAssessment Performance

Sarah M CroftOctober 17, 2012

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How Do I Explain…

• My students with high classroom averages are failing external assessments!

• My students with low classroom averages are passing external assessments! Or worse...scoring commended!!!

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Does my instructional focus need to shift to:

More on the process of learning…

and less on the product?

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OR… More on the product of learning…

and less on the process?

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Am I teaching and assessing for COVERAGE of Content?

ORMASTERY of Content?

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Do my lessons…Provide learning goals for students?

Provide clear guidelines and expectations?

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Do my assignments…Give clear directions?Include samples of quality work?Do my students know an A, B,C,D, or F looks like?

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Do my assignments…

Include rubrics?Provide systematic feedback? Opportunities for improvement?Measure mastery of the content? And to what degree?

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Some enduring things that I have learned and know

about teaching, learning, and/or student performance?

Let’s make a list………

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Now list…Beliefs about teaching and student

learning that I had 2 years ago (The 10’s), 10 years ago (The 00’s), 20 years ago (The 90”s), 30 years ago (The 80’s),

oh my, even 40 years ago (The 70’s)?

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And on the 8th day God said…Let there be a 100!

And it shall represent the best gradeEver to be made and recorded.Forever…and ever…and ever.

Amen

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Grading is a: Process ----> Product

Moving toward and past that magical 70 toward 100!

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*Grading Is FeedbackAnd must be…

AccurateFair

SpecificTimely

*Elements of Grading , Douglas Reeves

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AccuracyLet’s Do the Math

Average these grades earned in the order left to right as follows:

C C MA D CB MA MA B A

MA is “missing assignments.

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* Generally Speaking…The Grade Distribution Outcome

A 07%B 13%C 39%D 21%F 20%

*As tracked by Douglas Reeves via over 10,000 responses throughout US, Canada, and Australia

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FairnessStudents Who Earn

A’s & B’s Good work ethicParents involved

IntelligentCommitted to homework

EngagedGood nutritionGreat attitude

OrganizedSane

Students Who Earn C’s & D’s

You got to be kidding me!What parents?Not so smart…

Doesn’t do it---doesn’t careBored to tears or asleep

On energy drinks…Chip on the shoulder

Like herding catsMust be on drugs…

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Specific

• Make sure your students understand what your A, B,C,D, or F looks or sounds like

• Create rubrics (or go find some)• Be consistent

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Timely

• Incrementally• Consistently• At the time and moment that it can be

used to improve performance

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Instruction should take a student through the process of learning content with a grading system that reflects the degree of content mastery throughout each lesson until a final grade or product is completed for the course under study.

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What is the Primary Purpose of Grading?

• To give feedback in order to improve performance

• To report progress and mastery level of specific learning targets

• To indicate the next level of instruction• Predict performance on external

assessments

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It is not…• About having control• To reward good behaviors/attitudes• To punish bad behaviors/attitudes • To make public distinctions

between good/bad students

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Classroom GradesCAN

Predict State Assessment PerformancesIF

They Reflect Degree of Mastery of TEKSNOT

Coverage of TEKS

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Other Resources

Scoring Rubrics in the ClassroomJ. Arter and J. Mc Tighe

Looking at Student WorkT. Bythe, D. Allen, and B. Schiefflin Powell

Classroom Assessment for Student LearningS. Stiggins, R. Arter, J. Arter, and

J. Chappius

Fair Isn’t Always EqualR. Wormeli

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Sarah CroftProfessional Service Provider

District and Campus Snap ShotESC Region 13 and 20scroft1@hotmail.com