grading practices that make sense and support...
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GRADING PRACTICES THAT MAKE SENSE AND SUPPORT LEARNING: EVIDENCE BASED GRADING AND REPORTINGERIC TWADELL, PH.D. ANTHONY REIBELSUPERINTENDENT DIRECTOR OF ASSESSMENT
myebrexperience.com
During this Presentation you will…
¨ …understand WHY we are challenging our grading practice.
¨ …see WHAT we did and still do to change it. ¨ …understand HOW it all works
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WHY DO EBR?
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!
First of All…
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!
First of All…
The Grading Dilemma
¨ Why would anyone want to change current grading practices?
“The answer is quite simple: Grades are so imprecise that they are nearly meaningless.” Robert Marzano, 2011
The Grading Dilemma
¨ point accumulation, not learning. ¨ competition rather than collaboration. ¨ focus on activities instead of results. ¨ makes all assessment summative ¨ grades have achieved ‘cult-like status’
• O’Connor, in Reeves (Ed.), Ahead of the Curve (2007)
Traditional Grading System
• System is based on assessment methods (quizzes, tests, homework, etc).
• One grade is given for each subject.
• Assessments are norm referenced and based on a percentage system.
• Use an uncertain mix of assessment of achievement, attitude, effort, and behavior.
• Use penalties and extra credit. Include group scores.
• Score everything. Regardless of purpose.
• Include every score, regardless of when it was collected.
• Calculate grades using the mean.
• Assessments vary in quality. Some evidence come only from teacher recollection.
• The teacher makes decisions about grading and announces these decisions to students.
(O’Conner, “The Last Frontier: Tackling the Grading Dilemma,” in Reeves [Ed.] Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning, 2007)
What Does a Grade Represent?Or, a Rose by Any Other Name...
• Achievement of a standard
• Comparison with other students
• Effort
• Improvement
• Participation
• Behavior
• Promptness
The Missing Ingredient in Grading: A Focus on Learning
¨ The most common Grading errors: • The use of Zeros
• The use of Averages
• The use of grades as punishment (and rewards)
• The use of Weighting
Student A
40
60
80
90
90
What’s the Grade?
Student B
90
90
80
60
40
Student C
40 60
MA (missing assignment) 60 80 90
MA (missing assignment) MA (missing assignment)
90 90
How about now?
Did you….
Aggregate and then Analyze?
or did you…
Analyze and then Aggregate?
Todd Rose - The End of Average
14
Find the Grade
! A 4 point multiple-choice question on a 50 point test weighted to 100 points. "
! Also suppose that there is a total of 300 points for the 6 weeks. "
! Then, that one question is worth….?"
What does the research tell us about Grading and Reporting?
• Grading and reporting are not essential to the instructional process:
• Teachers can and do teach without grades, and
• Students can and do learn without grades.
• No one method of grading and reporting serves all purposes well.
• Grading and reporting will always involve some degree of subjectivity.
• Mathematic precision does not yield fairer or more objective grading and reporting.
• Thomas Gusky, 2009
Standards-Based Grading System
• System is based on learning and performance standards. • One grade is given for each learning goal. • Standards are criterion referenced and proficiency based. • Criteria and targets are known to all. • Measure only achievement. • No penalties or bonuses are given. Includes individual evidence
only. • Use only summative assessments for grading purposes. • Emphasize the most recent evidence of learning when grading. • Use median, mode, and professional judgment to determine
grades. • Use only quality assessment, and carefully record the data. • Discuss all aspects of grading with students.
(O’Conner, “The Last Frontier: Tackling the Grading Dilemma,” in Reeves [Ed.] Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning, 2007)
WHAT IS EBR?
• Grades are based on a calibrated professional interpretation of student-produced evidence.
• Teacher is the grade giver • No averaging
• FEEDBACK IS THE GRADE! • Does the student know their areas of growth/mastery? Have they
attempted to re-apply the feedback? • Evidence of Growth and Mastery
• Body of work with consideration to how a student is growing. • Trust the Assessment Evidence!
• Can the teacher use (common) assessments to explain a grade?
EBR Core Elements
• Grades are based on a calibrated professional interpretation of student-produced evidence.
• Teacher is the grade giver • No averaging
• FEEDBACK IS THE GRADE! • Does the student know their areas of growth/mastery? Have they
attempted to re-apply the feedback? • Evidence of Growth and Mastery
• Body of work with consideration to how a student is growing. • Trust the Assessment Evidence!
• Can the teacher use (common) assessments to explain a grade?
To What Extent?
HOW EBR WORKS?
Starts with the Grading Policy
That learning must be determined by a calibrated professional interpretation of
student-produced evidence. Guskey 2014
How do we get to
Which leads to this Question
B+without points, averages, extra credit, weights, etc.?
Answer: Use Learning Targets
• 4-‐ Write arguments to support claims in analysis of substantive topics or texts, using valid and unique reasoning and creative and sufficient evidence
• 3-‐ Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
• 2-‐ Write arguments to support claims in analysis of substantive topics or text, using reasoning and sufficient evidence
• 1-‐ Write arguments to support claims in analysis of substantive topics or text, using evidence
4 - [Students will be able to] determine the appropriate model for a any situations by using key features.
3 - [Students will be able to] determine the appropriate model for essential situations by using key features.
2 - [Students will be able to] determine the appropriate model for a specific situation(s) by using key features. 1 - [Students will be able to] determine the appropriate model for a specific situation(s).
4
3
2/1
Targets create Balanced Assessment
An Assessment
Target Method Match
3- I can consistently simplify rational expressions in simple context skill simple, short
responseformative 8 Questions
4-I can consistently simplify rational expressions in complex context
product, process
process response
formative 2 process demonstrations
Stiggins 2003
Common Assessment Plan
The Result
New Assessments lead to New Grading Practice
4Exceeds
3 Proficiency 2 Approaching
1Still Developing
+1
-1
+1
-1
Total score: 2/4
Major
Major
Minor pattern with pre-requisite skills
Point Grading Evidence Grading
All of this information is put into A GRADE BOOK
NOT LIKE THIS!!!!!
Name Homework 1
Homework 2 Quiz Project Test Grade
Eric 8/10 7/10 34/40 30/30 85/100 A
Amy 7/10 9/10 39/40 24/30 92/100 B
Carol 7/10 7/10 31/40 29/30 95/100 A
Danny 6/10 8/10 35/40 28/30 87/100 A
Like This!!!
LT 1 LT 2 LT 3 LT 1 LT 2 LT3 LT 4 LT 1 LT 2 LT 3 LT 4 Score
Name 2 2 3 3 3 4 3 3 3 4 3 AG
Name 3 3 3 3 3 3 2 3 3 3 3 MG
Name 2 1 3 3 2 2 2 1 2 2 2 AG
Name 3 2 3 3 2 2 2 3 3 2 3 F
Objective Objective ObjectiveStandard 1
Growth Score
Week 1 Week 2 Week 3Name 3 3 3Name 3 2 3Name 3 4 4Name 3 2 1
Social Emotional
EBR Grade book components
New Grade book components
1. How am I Growing?
2. How am I Doing?
3. How am I Acting?
EBR GRADE BOOK
LT 1 LT 2 LT 3 LT 1 LT 2 LT3 LT 4 LT 1 LT 2 LT 3 LT 4 Score
Name 2 2 3 3 3 4 3 3 3 4 3 AG
Name 3 3 3 3 3 3 2 3 3 3 3 MG
Name 2 1 3 3 2 2 2 1 2 2 2 AG
Name 3 2 3 3 2 2 2 3 3 2 3 F
Objective Objective ObjectiveStandard 1
Growth Score
Week 1 Week 2 Week 3Name 3 3 3Name 3 2 3Name 3 4 4Name 3 2 1
Social Emotional
Example #1Part of Third Grade Writing Grade Book
Need Help?
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
Final Step!
A = A score of 3 or 4 for each of the standards
B = A score of 2 for any standards, with a 3 or 4 in all remaining standards.
C = A score of 2 for two more standards (no score of 1)
D = A score of a 1 and at least one score of 2 or above
F = A score of 1 in three or more standards.
NEED HELP? USE EVIDENCE
In The End
B+Grade Given By:
Tony Reibel
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