standards-based grading and ib standards and practices november 24, 2014 many of the slides and...
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Standards-Based Grading and IB Standards and Practices
November 24, 2014Many of the slides and information in this PowerPoint come from the work
of Rick Wormeli
Grading Quotes Activity
• Read the quotes• Select one that is meaningful to you• Keep that quote and pass the other • As you receive more quotes, determine
whether to keep the quote you chose previously or select a new meaningful quote
• You may only keep one quote at a time
Grading Quotes Activity (con’t)
• Take a moment to reflect upon why the quote is meaningful to you
• In groups: Introduce yourself, read your quote and share why it was meaningful
Premise
A grade represents a valid and undiluted indicator of what a student knows
and is able to do – mastery.
With grades we document progress in students and our teaching, we provide feedback to students and their parents, and we make
instructional decisions.
What is a grade? What does it reflect?
• Proficiency• Understanding• Improvement• Progress• Achievement• Effort• Compliance
Hodgepodge
ORClear Standards
• Teachers must be ethical. They cannot knowingly falsify a score or grade.
• To be useful, grades must be accurate reports of evidence of students’ performance against standards.
• Any test format that does not create an accurate report of students’ degree of evidence of standards must be changed so that it does or replaced by one that does.
• Effective teachers are mindful of cultural and experiential bias in assessments and try to minimize their impact.
How do I grade with validity?
Identify the Principles Involved, THEN Gather the
Solutions
If teachers act upon these principles, what decisions/behaviors/policies should we see in their assessment and grading
procedures?
[From Genessee ISD]
[Artist Unknown[Artist Unknown]
Unidimensionality – A single score on a test represents a single dimension or trait that has been assessed
StudentDimension
ADimension
B Total Score
1 2 10 12
2 10 2 12
3 6 6 12
Problem: Most tests use a single score to assess multiple dimensions and traits. The resulting score is often invalid and useless. -- Marzano, CAGTW
A Single Grade = An Amalgamation
• Teachers must combine evidence from a multitude of diverse sources
• This 1 grade rarely reflects a true picture of student’s proficiency
• Is impossible to interpret
Disaggregate. The more curriculum we pool into one symbol, the less valid is the symbol for reporting on any one standard.
Student A Student B Student C Student D
Fiction 70 50 87 100
Non-Fiction 70 90 87 60
Writing 70 60 0 60
Speaking 70 80 87 60
Listening 70 70 87 70
455565758595
Just because it’s mathematically
easy to calculate doesn’t mean it’s
pedagogically correct.
Time to Stop Averaging
1. Society’s definition of normal or ”average” changes over time
2. Averaging tells us how a student is doing in relation to others, but we are criterion-referenced in standards-based classrooms.
3. Averaging was invented in statistics to get rid of the influence of any one sample error in experimental design, not how a student is doing in relation to learning goal.
4. Mode and in some cases, median, have higher correlation with outside the classroom testing.
Measures of Central Tendency
What we measure is the most consistent level of performance over time.
Consistent levels of performance do not equate to a formula (i.e. Mean (Average), Median & Mode)
Comment from Grading Expert, Tom Schimmer:
“Adults are rarely mean averaged and certainly, it is irrelevant to an adult that they used to not know how
to do something. Yet for a student, these two factors are dominant in their school experience.”
-- From, “Accurate Grading with a Standards-based Mindset” (Webinar, December 2013)
GPS
Grading Philosophy Statement(Your Personal Navigation Device)
Checking Current Philosophy about Assessment and Grading
1. What does each mark or grade on your grading scale represent?2. Does an A mean students have met or exceeded the standards or learner outcomes?3. How does your philosophy about differentiation and grading vary from that of your colleagues?4. What’s the difference between formative and summative assessments, and what role does each play in the report card grade?5. If two students complete different tasks as part of the same unit of study and both earn an A on the assessment, are the grades equivalent?
Rick Wormeli’s Thoughts
0 or 50 (or 60)?
100-pt. Scale: 0, 100, 100, 100, 100, 100 -- 83% (C+)60, 100, 100, 100, 100, 100 -- 93% (B+)
When working with students,
do we choose the most hurtful,
unrecoverable end of the “F”
range, or the most
constructive, recoverable end
of the “F” range?
Students are not getting points for having done nothing. The student still gets an F. We’re simply equalizing the influence of the each grade in the overall grade and responding in a way that leads to learning.
Be Clear
Imagine the Reverse…
A = 100 – 40B = 39 – 30C = 29 – 20D = 19 – 10F = 9 – 0
What if we reversed the proportional influences of the grades? That “A” would have a huge, yet undue, inflationary effect on the overall grade. Just as we wouldn’t want an “A” to have an inaccurate effect, we don’t want an “F” grade to have such an undue, deflationary, and inaccurate effect. Keeping zeroes on a 100-pt. scale is just as absurd as the scale seen here.
A (0) on a 100-pt. scale is a (-6) on a 4-pt. scale. If a student does no work, he should get nothing, not something worse than nothing. How instructive is it to tell a student that he earned six times less than absolute failure? Choose to be instructive, not punitive. [Based on an idea by Doug Reeves, The Learning Leader, ASCD, 2006]
100
90
80
70
60
4
3
2
1
0
-1
-2
-3
-4
-5
-6
50
40
30
20
10
0
Consider the Correlation
Temperature Readings for Norfolk, VA:85, 87, 88, 84, 0 (‘Forgot to take the reading)
Average: 68.8 degrees
This is inaccurate for what really happened, and therefore, unusable.
Take a 10 minute Break
Grading Text Activity
Purpose: • To collaboratively construct meaning• Clarify• Expand our thinking
Instructions
• Read the text• While reading, highlight the following:
– Sentence– Phrase– Word
• You will share these three with the whole group
Take Aways
In what ways could you use the final list of words?What ideas did not strike you as important in your private reading that feel much more important now after sharing out?
From Dr. Tom Guskey, “The Case Against Percentage Grades,” Education Leadership, September 2013:
• “Why not use a 50-point grading scale and designate ten levels of failure rather than the 100-point percentage grading scale with 60 levels of failure? After all, the choice of 100 is quite arbitrary.”
• “…[W]ith more levels [in a grading scale], more students are likely to be misclassified in terms of their performance on a particular assessment.”
Clarification:
When we’re talking about converting zeroes to 50s or higher, we’re referring to zeroes earned on major projects and assessments, not homework, as well as anything graded on a 100-point scale. It’s okay to give zeroes on homework or on small scales, such as a 4.0 scale. Zeroes recorded for homework assignments do not refer to final, accurate declarations of mastery, and those zeroes don’t have the undue influence on small grading scales.
Time to Change the Metaphor:
Grades are NOT compensation.
Grades are communication: They are an accurate report
of what happened.
Growth vs. Fixed Mindset
– Carol Dweck
Intrinsic vs. Extrinsic Motivation
– Daniel Pink
Fair Isn’t Always Equal
Agree on a commonly accepted definition of mastery with those around you.
Define Mastery
What is Mastery?
“Tim was so learned, that he could name a horse in nine languages; so ignorant, that he bought a cow to ride on.”
-Ben Franklin, 1750, Poor Richard’s Almanac
Working Definition of Mastery(Rick Wormeli)
Students have mastered content when they demonstrate a thorough understanding as evidenced by doing something substantive with the content beyond merely echoing it. Anyone can repeat information; it’s the masterful student who can break content into its component pieces, explain it and alternative perspectives regarding it cogently to others, and use it purposefully in new situations.
The better question is not, “What is the standard?”
The better question is, “What evidence will we tolerate?”
Grades are all to often:• Subjective• Inferential• Relative
Grades are a fragile premise on which to base so much function and dysfunction in students’ lives.
But we can do something to correct this!
Exit Slip – For Lunch
Six Word Memoir
How to use what we learned this morning and apply it in an IB setting
Subject areasRubricsCriteria
Marzano’s Four Point Scale4 In addition to exhibiting level-3 performance, the
student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class.
3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes.
2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler deta ils and processes.
1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.
MYP Provides - Objective / Criteria Alignment
Objectives and Their Strands: What we want students to demonstrate.
Criteria: A measurement of how well
students have achieved against the objective /strand.
The Standards are Given to us in MYP!
Great differentiated assessment is never kept in the dark.
“Students can hit any target they can see and which stands still for them.”-- Rick Stiggins, Educator and Assessment expert
If a child ever asks, “Will this be on the test?” . . . We haven’t done our job.
MYP Command Terms
· Use · Demonstrate · Recognize · Describe · Evaluate · Formulate · Investigate · Reflect· Analyze · Describe · Evaluate · Identify
· Interpret · Justify · Recognize · Synthesize · Think · Document
What do they mean and how do they relate?
Assessment using the MYP command terms
Criterion B: Investigating
“Best Fit” approach
The criterion work like “buckets” that fill up as students reach different levels of achievement, from the lowest to the highest.
We should use the “best-fit” approach.
With MYP Grading, Keep in Mind . . .
• -Command Terms
• -Assessing Each Strand
• -“Best Fit”
Determining a Grade
• All schools offering the MYP must use the published subject-specific criteria and achievement level descriptors to determine final internal grades.
• To arrive at a criterion levels total for each student, teachers will need to total the final achievement levels in each of the criteria.
• Subject groups must address all strands of all four assessment criteria at least twice in each year of the MYP
CriteriaTasks Criterion A Criterion B Criterion C Criterion D
Research project 6 5 5
Poster project 7 6
Timeline 7
Oral presentation 7 6
Test (not multiple choice) 6 8
Final achievement level
Criteria Total /32 Final Subject Grade
Example of summative assessments: How would you “mark” this student?
CriteriaTasks Criterion A Criterion B Criterion C Criterion D
Research project 6 5 5
Posters project 7 6
Timeline 7
Oral presentation 7 6
Test (not multiple choice) 6 8
Final levels 6 7 6 7Criteria Total /32 Final Subject
Grade
Final Subject Grade 1 2 3 4 5 6 7
Boundaries 1 - 5 6 - 9 10 - 14 15 - 18 19 - 23 24 - 27 28 - 32
CriteriaTasks Criterion A Criterion B Criterion C Criterion D
Research project 6 5 5
Poster project 7 6
Timeline 7
Oral presentation 7 6
Test (not multiple choice) 6 8
Final levels 6 7 6 7Criterion Levels Total 26/32 Final Subject
Grade 6
Final Subject Grade 1 2 3 4 5 6 7
Boundaries 1 - 5 6 - 9 10 - 14 15 - 18 19 - 23 24 - 27 28 - 32
Accuracy increases with sample size; use clear and consistent
evidence over time.
Let’s look at some scores!
2, 4, 4, 2, 4, 1, 5, 2
2, 4, 4, 2, 4, 5, 5, 5, 6
2, 4, 4, 2, 4, 5, 5, 5
Cathlee Gallup
Words of Wisdom from Dr. Haim Ginott
I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal.
In all situations it is my response that decides whether or not a crisis will be escalated or de-escalated, and a child humanized or dehumanized. I am part of a team of educators creating a safe, caring and positive learning environment for students and teaching them in a manner that ensures success because all individuals are capable of learning.
Personal Reflection
As a result of this session:
• One thing I will start doing …
• One thing I will continue doing …
• One thing I will stop doing …..
