grading the top end
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Grading the Top End. Ty Duncan Senior Specialist Region 17 Education Service Center [email protected] Twitter @ InstructionalLe. http://www.facebook.com/profile.php?id=682227661#!/pages/Region-17-Instructional-Leaders/204792002878635. “Follow” ESC 17 Instructional Leaders On Twitter. - PowerPoint PPT PresentationTRANSCRIPT
Grading the Top End
Ty Duncan Senior SpecialistRegion 17 Education Service [email protected]@InstructionalLe
• http://www.facebook.com/profile.php?id=682227661#!/pages/Region-17-Instructional-Leaders/204792002878635
“Follow” ESC 17 Instructional Leaders On Twitter
http://twitter.com/#!/InstructionalLe
Join the Conversation
http://www.todaysmeet.com/GT-Grading
Use #ESC17 on Twitter as we would love to hear your thoughts on this issue.
“I haven’t got the slightest idea how to change people, but I keep a long list of prospective candidates just in case I should ever figure it out.”
---David Sedaris
What Do Grades Communicate?• Failure?• Laziness?• Lack of Content Understanding?• Perseverance?• Family Support?• Great Teaching?• Great Learning?• “Playing the Game”?• Memorizing?
Student A Student B
HW 1 0 100HW 2 0 100Quiz 1 100 63HW 3 0 100HW 4 0 100Quiz 2 100 54HW 5 0 100HW 6 0 100Quiz 3 100 61Participation 90 90Unit Test 100 58 6 Week Ave. 53.1 80.2
Quiz –daily grade; Test = 3 daily grades
Ms. Smith’s 9th Grade Algebra Class – 1st 6 Weeks
• What do/should grades measure?• How much of a role do/should attitude and effort play in a grade?• What role does/should homework play?• What is the purpose of a report card grade?• Do/Should report card grades and TAKS scores be similar?
Becoming a Great High School
http://www.ascd.org/publications/books/109052.aspx
Examining Highly Questionable Grading Practice
• The Practice of Giving Students Zeroes• The Practice of Combing Academic Performance with Citizenship and Work Habits
• The Practice of Giving Extra Credit
Becoming a Great High School, pgs 76-83, 2009
• Doing the Wrong Thing Under the Guise of the Real World
• THE REAL WORLD IS LEARNING FROM FAILURE.• Lesson from the Video Game Industry• Have you ever been late to a faculty meeting
or turned in lesson plans late and been fired for it.
• We maybe teaching children a “real world” that simply does not exist.
The Bell CurveNorm-Referenced Tests
• e.g. ITBS, SAT, GRE, LSAT, Stat9, NAEP• Purpose: To sort, select, classify, compare• Information: How one compares with others• Results: reported as percentile (%) rank• Always yields a bell curve• Assumes a non-aligned curriculum
% D
e mo n
s tra
ting
Ski ll
Criterion-References Tests
• e.g. TExES, TAKS, license/certification, teacher-made• Purpose: To determine knowledge of defined criteria• Information: How well an individual performs• Goal is to yield J curve• Assumes an alignedcurriculum• Assumes most people can learn most things in time.
The J Curve
Bloom’s Taxonomy
http://www.nwlink.com/~donclark/hrd/bloom.html
The Structure of Knowledge
Concept Concept
Topic Topic
PrincipleGeneralization
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
Lynn Erickson -- Concept-Based Curriculum and Instruction for the Thinking Classroom, 2007
Facts Topics Concepts Generalizations/Principles
Complexity of Content
Com
plex
ity o
f Pr
oces
sing
Remember
Create
Understand
Evaluate
Apply
Analyze
Facts Topics Concepts Generalizations/Principles
Complexity of Content
Com
plex
ity o
f Pr
oces
sing
Remember
Create
Understand
Evaluate
Apply
Analyze
4th Math
TAKS Question STAAR Question
Facts Topics Concepts Generalizations/Principles
Complexity of Content
Com
plex
ity o
f Pr
oces
sing
Remember
Create
Understand
Evaluate
Apply
Analyze
6th Reading
TAKS Question STAAR Question
Facts Topics Concepts Generalizations/Principles
Complexity of Content
Com
plex
ity o
f Pr
oces
sing
Remember
Create
Understand
Evaluate
Apply
Analyze
8th Social Studies
TAKS Question STAAR Question
Facts Topics Concepts Generalizations/Principles
Complexity of Content
Com
plex
ity o
f Pr
oces
sing
Remember
Create
Understand
Evaluate
Apply
Analyze
Biology
TAKS Question STAAR Question
Grading the Top End
5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:
(E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;
What layers of learning are in this SE?
• 5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:
(E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;
• (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:
(E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;
• (6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
• 6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
Grading Problems
• Many assignments are not as “objective” as teachers would like.
• Rigorous work is going to take a change in the way we grade.
• Grading a standard and not “work” takes increased teacher sophistication.
• TIME
Assessment
Rubric: A scoring system that allows teacher to place value on components of a given assessment product.
• States the criteria to be examined and assessed;• Usually contains a scale (ex. 1-4) of different points possible per criterion; • Provides students with expectations about what will be assessed and standards that need to be met;• Increases consistency in the rating of student mastery;• Provides students with “road signs” - information about where they are in relation to where they need to be.
A Different Kind of Grade Book8.1.b 8.2c 8.4b 8.5f 8.7d 8.7e 4 Point
Scale100 Point Scale
Ty 3 4 4 3 4 4 3.66 92Larry 4 3 3 2 4 1 2.83 85Tony 2 4 2 1 2 4 2.5 63Frank 1 2 3 4 4 3 2.83 85Oscar 4 2 1 2 1 4 2.33 59Kyle 4 3 3 4 5 4 3.83 96
• Average the 4 point scale and multiply by 25 to create the hundred point number for grade reporting.• This also becomes your targeted intervention document for students who are failing to grasp the content.• The learning is also not complete on this document as I would be willing to go back and change the grade if they demonstrated greater understanding during the six weeks.
Dare to Strike Out and Find New Ground
DEAD POETS SOCIETY-CHANGE YOUR VIEW OF LIFE!!! - YouTube.flv
Bibliography
• Tim Westerberg, Becoming a Great High School, 2009
• Robert Marzano, Standards Based Grading and Formative Assessment, 2009
• Rick Wormeli, Fair Is Not Always Equal, 2006
• Marilee Springer, Learning and Memory, 1999
Creating a Compulsory Learning Environment