standards based grading and reporting ociss 6/30/04 1 module 4 standards-based grading &...

Standards Based Grading and ReportingOCISS

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MODULE 4MODULE 4

Standards-Based Standards-Based Grading Grading

& Reporting& Reporting


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HUT ActivityHUT Activity• #1: “If a process for implementing

standards is not in place, then…”

• #2: “If standards-based assessment is not in place, then…”

• #3: “If standards-based instruction is not in place, then…”

• #4: “If effective leadership and continued professional

development are not in place, then…”

• #5: Observe for now


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“If all of the above are not in place, then standards-based grading…”


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Standards Implementation Planning Standards Implementation Planning ModelModel

3. Determine learning experiences that will enable students to learn what they need to know and to do.

1. Identify relevant standards.

4. Teach and collect evidence of student learning.

6. Evaluate student work and make judgment on learning results and communicate findings.

2. Determine acceptable evidence and criteria.

Involv

e s

tud

en

ts t

hro

ug

hou

t th

e

pro

cess 5. Assess student work to inform

instruction or use data to provide feedback.

collect evidence of student learning.


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Purpose of this Purpose of this ModuleModule

To provide a framework and tools for moving from

traditional to standards-based grading and reporting.


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OutcomesOutcomes1. Participants will critically examine their

own grading practices, understand the complexity of grading, dialogue and make decisions at the school level about grading in a standards-based system.

2. Participants will have guidelines for determining grades that are meaningful, consistent and that support learning.

3. Participants will have models for collecting, documenting, recording, and reporting evidence.

4. Participants will know how to involve students in the process.


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Key ConceptsKey Concepts • Grading is complex and needs to be critically

examined and aligned with standards-based instruction and assessment.

• The practices for determining standards-based grades are different from those in a traditional grading system.

• Guidelines for grading should be established to create meaningful, consistent, fair, and accurate grades for students.

• Involvement of students enhances learning, motivates students, and keeps them apprised of their own growth and progress.


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2 Day Agenda2 Day Agenda DAY 1 Welcome & Introductions Part I: Hawaii’s Standards-Based Report Card Implementation & Timelines PART II: Grading Issues, Practices, Purpose, & Assumptions PART III: Guidelines for Grading Process and Planning Time, Homework DAY 2 PART III: Guidelines for Grading (continued) PART IV: Determining Proficiency PART V: Focus on Special Needs PART VI: Developing a Grade Book Using Guidelines Process and Planning Time


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As a complex area support staff:As a complex area support staff:

• You will be working with teachers who are concerned about:– The new standards-based report

card– What does it look like? When do I use

it?– Why are we changing?– What does this mean to me?


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Hawaii DOE’s Hawaii DOE’s EffortsEfforts

Standards-Based Standards-Based

Grading & ReportingGrading & Reporting


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Let’s focus on function Let’s focus on function first…first…

BOE websiteBOE website(lilinote.k12.hi.us/STATE/BOE/HomePage.nsf/) (lilinote.k12.hi.us/STATE/BOE/HomePage.nsf/)

go to Document Library, then BOE Policiesgo to Document Library, then BOE Policies2400 SERIES-ORGANIZATIONS• 2406 Middle Level Education• 2407 High School Education• 2408 Adult Education• 2409 Content Standards for Adult Community Schools

4500 SERIES-STUDENT PERFORMANCE AND ACHIEVEMENT• 4500 Student Promotion• 4501 Assessing/Grading Student Performance• 4502 Middle Level Education Promotion• 4510 Reporting Student Progress• 4520 Academic Requirements for Participation in Co-Curricular Activities• 4530 Credits• 4540 Graduation and Related


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Title: High School EducationSeries : 2400 SERIES-ORGANIZATIONS

Statute #: 2407 cont. Vision of a Hawaii Public School Graduate:

All Hawaii public school graduates will:· Realize their individual goals and aspirations· Possess the attitudes, knowledge and skills necessary to contribute positively and compete in a global

society· Exercise the rights and responsibilities of citizenship· Pursue post-secondary education and/or careers without the need for remediation.

The Department of Education shall provide relevant support to high schools as they develop and implement their school-wide comprehensive plan that includes but is not limited to:

· Personalization of the high school experience· Clear expectations that promote rigorous and relevant learning opportunities· Effective organization of time· Integration of technology throughout the curriculum· Professional development that facilitates and supports new roles and responsibilities through teaming· Strong leadership from all levels of the school community and educational system· Authentic and effective partnerships with post-secondary institutions, community agencies and

businesses.

These criteria shall be incorporated and addressed through the Standards Implementation Design Plan and the Western Association of Schools and Colleges (WASC) accreditation process.

Approved: 10/16/03


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Other InitiativesOther Initiatives• Hawaii Content & Performance Standards

(HCPS)– Essential standards (Fall 2004)– Proficiency level descriptors (draft for pilot schools

2004)– Refined standards (2005)– ACCN

• Laser (2004-06)• Course Outlines (2005)• New grad requirements (2006-10)

• Graduation Requirements – BOE Approved = 2004– Effective Class of 2010– 2006 = “D” no longer counts for credit


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Implementation Timeline 2003-2004Elementary Paper/Pencil Pilot (10 schools)

2004-2005All elementary schools, rate GLOsTraining Year for Standards-Based Grading for all schoolsElementary Electronic Pilot (10 schools)2 Secondary Electronic Pilots use eSIS for master scheduling

2005-2006Standards-Based Grading for ALL elementary schoolsElementary Statewide Implementation, Phase I2 Secondary Electronic Pilot of Standards-Based Report Card 2006-2007Elementary Statewide Implementation, Phase II, electronic RCSecondary Statewide Implementation, Phase I, electronic RC 2007-2008Secondary Statewide Implementation, Phase II, electronic RC

For more information, send e-mail to: [email protected]


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Grading Scale for Pilot Report Grading Scale for Pilot Report Card Card Status Report Status Report (per Reg. 4510.1) (per Reg. 4510.1)

Content Areas:• E = Demonstrates exceptional academic performance; an in-depth

understanding or exemplary display of HCPS• M = Meets Proficiency, All standards• S = Meets Proficiency, Majority of Standards (new)• N = Demonstrates developing academic performance that almost

meets standards; evolving understanding or display of HCPS.• U =Demonstrates unsatisfactory academic performance; little or no

understanding or display of HCPS.• NA = Not Applicable at this time• SC = See comment

General Learner Outcomes: 4 = Consistently Demonstrates 3 = Usually Demonstrates 2 = Sometimes Demonstrates 1 = Rarely Demonstrates


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DraftDraft Secondary Status Report Secondary Status ReportStudent PerformanceStudent Performance

The judgments and comments in this report are based on information gathered over time and from a variety of sources. The student’s achievement is determined from a variety of assessments that include teacher observations, class work, tests, projects and activities. Status Report 1 (for Semester/Term 1 courses) are not averages of the reporting periods. Each is an evaluation of the student’s cumulative, semester-end or year-end achievement of the standards. The quality of performance, or how well the student is achieving the Hawaii Content and Performance Standards, is reported by the following grading scales:

Grade Scale for Courses (Based on Standards)Descriptor Guidelines

A Exceeds Exceeds standards: Performance

proficiency consistently exceeds standards. B Meets proficiency, Meets standards; Performance

all standards is consistently at standards.C Meets proficiency Meets standards; Performance is

majority of standards consistently at standards.D Approaches proficiency Shows progress towards standardsF Well below proficiency Does not yet meet standards.N Not applicable at this time

or incomplete


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Hawaii DOE Hawaii DOE Standards-Based Report Standards-Based Report

CardCardElementary Pilot Schools:•Haaheo - Hawaii•Haiku - Maui•Iroquois Point - Leeward

•Kalaheo - Kauai•Maili - Leeward•Maunawili - Windward•Mililani-Ike - Central•Mt. View - Hawaii•Alvah Scott - Central•Wilson - Honolulu

Secondary Pilot Schools:

• Kahuku High & Intermediate

• Waianae Intermediate


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Pilot Forms p.1 & 2


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Pilot Forms p.3 & 4


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eSIS system, report card - eSIS system, report card - pilotpilot


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GLO Rating Attachment for Report Card


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ActivityActivity What are some issues What are some issues

teachers face with teachers face with

grading?grading?•On your own, brainstorm

issues a teacher faces

when giving grades.

•Share them with your

group.•Cluster issues that seem

to be related.

•Give each cluster a label.

•What are some of your

labels?


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What are some underlying What are some underlying perspectives on grading?perspectives on grading?

Grading:• Is not essential for learning• Is complicated• Is subjective and emotional • Is inescapable• Has a limited research base• Has no single best practice• If faulty, can damage students--and

teachers


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Where do teachers get Where do teachers get their grading practices?their grading practices?

• The policies and practices they experienced as students

• Their personal philosophies of teaching and learning

• State, district, department, or grade level policies on grading and reporting

• Their undergraduate teacher preparation programs


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What do parents most want to What do parents most want to know about their child’s know about their child’s

teacher?teacher? • That the teacher is competent• That the teacher cares about

their child as an individual


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Why must we change the way Why must we change the way we grade students?we grade students?

• The growing emphasis on standards and performance assessments makes current reporting practices inadequate.

• Parents and community members are demanding more and better information about student progress in learning.

• Advances in technology allow more efficient reporting of detailed information on student learning.

• Grading and reporting are recognized as one of educators’ most important responsibilities.

• There is growing awareness of the gap between our knowledge base and common practice in grading and reporting.


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What are the qualities What are the qualities that determine good that determine good

evidence in grading and evidence in grading and reporting?reporting?

• Validity: the appropriateness & adequacy of interpretations

• Reliability: the consistency of assessment results

• Quantity: multiple sources for instructional and grading purposes


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What are the major What are the major purposes for grading and purposes for grading and

reporting?reporting?• To communicate the achievement status of

students to parents and others• To provide information that students can use

for self-evaluation• To select, identify, or group students for

certain educational paths or programs• To provide incentives for students to learn• To evaluate the effectiveness of

instructional programs• To provide evidence of students’ effort or

responsibility


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What must we keep in mind as What must we keep in mind as we grade and report student we grade and report student

learning?learning?

• The primary goal of grading and reporting is communication.

• Grading and reporting are integral parts of the instructional process.

• Good reporting is based on good evidence.

• Changes in grading and reporting are best accomplished through the development of a comprehensive reporting system.


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Two Ways to Two Ways to Assess Human Assess Human PerformancePerformance


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What’s the What’s the Difference?Difference?

Standards are:• Fixed• Cooperative• Measuring

proficiency• Challenging• Complicated• Addressing

causes

Norms are:MoveableCompetitiveMeasure speedDumbed downSimpleDisplay effects

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Sample Grade Sample Grade BookBook

•Look at sample grade book.•What do you notice?•What questions do you

have?


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What are the eight guidelines for grading?

1. Basis for grading - Relate grading procedures to Hawaii Content and Performance Standards II and the General Learner Outcomes.

2. Reference Points - Use the Grade Level Performance Indicators and Grading Scale to determine grades.

3. Ingredients - Grades should be based on individual achievement.

4. Sources of Information - Not everything needs to be included in grades.

5. Changing Grades - Update grades periodically based on more recent learning; look at the preponderance of evidence.

6. Number Crunching - Don’t average.7. Quality - Use quality assessment(s) and properly

recorded evidence of learning.8. Student Understanding - Involve students in the

assessment process.

Adapted by TDS with permission from Ken O’Connor.


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Guideline 1: Basis for GradesRelate grading procedures to

Hawaii Content and Performance Standards II and the General Learner

Outcomes.


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1. Basis for 1. Basis for GradingGrading

Relate grading procedures to Hawaii Content and Performance

Standards II and the General Learner Outcomes.


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What do

What do

teachers

teachers

base

base

grades

grades

on?on?


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Mr. Fisher, a new social studies teacher, found the curriculum difficult to

understand, so he trusted that what needed to be taught was likely in the

teacher’s manual and the textbook. During the course of the year, he spent

time on engrossing activities that arose from the text, like tracing family trees

in Hawaii. Unfortunately, these activities were time consuming. Mr. Fisher

found that he didn’t have enough time to cover the three remaining topics and

review with his students before the final test. Consequently, his students did

not do well on the comprehensive multiple-choice tests used as a final exam.

Their grades, initially high because of their quality work on the activities

designed by Mr. Fisher, were dragged down by their grades on the final exam.

When asked by one father how marks were determined (The comment, “The

exam lowered the mark,” appeared on this child’s final report card.), what

content was supposed to be covered, and why students had spent so much

time on project work, Mr. Fisher had difficulty defending his choices.

Case Study 1:Case Study 1:


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Think and DiscussThink and Discuss• Can Mr. Fisher draw a straight

arrow between his target and his grade?

Why or why not?

TARGET GRADE


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Key PointKey PointIn a standards-based system, the basis should be the standards. There needs to be a direct link from the learning target (whether they be the standards, the benchmarks or the performance indicators) to the grade.

TARGET GRADE


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What are the key What are the key concepts?concepts?

Grades need to be directly linked to the targets: standards, benchmarks or performance indicators. This must be done first and not as an afterthought.

Students and teachers--and parents--need to have a clear idea of the “target” or learning goal. They all need to know what is expected.

The report card should provide information on the mastery of the target or learning goal.


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SAMPLE: English Language Arts SAMPLE: English Language Arts

Grade Book (gr. 8)Grade Book (gr. 8)


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2. Reference 2. Reference PointsPoints

Use the Grade Level Performance Indicators and grading scale to determine

grades.


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Grading Scale for Pilot Report Grading Scale for Pilot Report Card Status ReportCard Status Report

Content Areas:• E = Demonstrates exceptional academic performance; an in-depth

understanding or exemplary display of HCPS• M = Meets Proficiency, All standards• S = Meets Proficiency, Majority of Standards (new)• N = Demonstrates developing academic performance that almost

meets standards; evolving understanding or display of HCPS.

• U = Demonstrates unsatisfactory academic performance; little or no understanding or display of HCPS.

• NA = Not Applicable at this time• SC = See commentGeneral Learner Outcomes: 4 = Consistently Demonstrates 3 = Usually Demonstrates 2 = Sometimes Demonstrates 1 = Rarely Demonstrates


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By demonstrating mastery of the Kindergarten-LA GLPIs, the student provides evidence for: • the standard • the strand • the content area

ConsiderationsConsiderations


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K Writing GLPIK Writing GLPIThe student:• 8.1.1 Expresses ideas and feelings with

pictures, scribbling, and “words”.• 8.2.1 Uses details added to picture, scribbling,

or “words.”• 8.3.1 Shows a sense of organization (balance

on page through use of white space; proportion and sizing of pictures; drawings put in order; coordination of pictures and text).

• 8.4.1 Shows expressiveness and emotion (e.g., in color, shape, choice of images, choice of labels, choice of topic).


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“My Journal” entry – 12/03, Randi (K)


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AA

B

B


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ClassList

Student 1Student 2Student 3Student 4Student 5

Oral Comm.,

Etc.


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3. Ingredients3. Ingredients

Grades should be based on individual achievement. Separate

effort, participation, attitude, attendance, and behavior from

the academic achievement. Separate GLOs. Use individual

achievement evidence, not group grades.


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Rate your belief 0-Rate your belief 0-100100

• Achievement should be the primary factor for grading.

• Effort, behavior, and attendance should be factors for grading.

• Group grades for participation in collaborative learning groups should be a factor for grading.


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GradGradee

Ingredients:Ingredients:


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GradeGradeIngredients: Individual Achievement

Instructions:1. Separate effort, participation,

attitude, attendance and behavior from the academic achievement.

2. Separate GLO’s and use individual achievement evidence and not group grades.

O’Connor, K., (2002). How to Grade for Learning: Linking Grades to Standards, 2nd Edition. Pearson Professional Development © . Glenview, IL. 85 -106.


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What about…What about…Effort

Behavior

Attitude

Attendance

General Learner Outcomes

1. Self Directed Learner

2. Community Contributor

3. Complex Thinker

4. Quality Producer

5. Effective Communicator

6. Effective and Ethical User of Technology


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Grade the Grade the IndividualIndividual

Grades should not include group scores; what goes into the grade should reflect the learning of each individual.

Grading

Individual

vs.

Group


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Kagan’s 7 ReasonsKagan’s 7 Reasonsfor Opposing Group for Opposing Group

GradesGrades1. No(t) fair

2. Debase report cards

3. Undermine motivation

4. Convey the wrong measure

5. Violate individual accountability

6. Are responsible for resistance to cooperative learning

7. May be challenged in court

NO

GROUP

GRADES

Kagan, S. (1995). Group Grades Miss the Mark. Educational Leadership. 68 – 71.


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GradingGrading Standards-Based Traditional

Achievement Only Uncertain mix of achievement, attitude, effort and behavior

Individual Often includes group marks


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• It is NOT uniformity.• It IS equity of opportunity.

– The more consistent the performance, the less evidence needed.

– The less consistent the performance, the more evidence needed.

FairnessFairness

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What About the What About the General Learner General Learner

Outcomes?Outcomes?

How do we How do we begin?begin?


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• Self Directed Learner = the ability to be responsible for ones’ own learning

• Community Contributor = the understanding that it is essential for human beings to work together

• Complex Thinker = the ability to demonstrate critical thinking and problem solving strategies

• Quality Producer = the ability to recognize and produce quality performances and quality products

• Effective Communicator= the ability to communicate effectively

• Effective and Ethical User of Technology= the ability to use a variety of technologies effectively and ethically

The General The General Learner Learner

OutcomesOutcomes


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We are not “grading” We are not “grading” GLOsGLOs

• Providing a rating as part of the communication system to parents and students

• Providing data towards our “Vision of the High School Graduate”

• Providing a picture of the “whole child” and not just the academic achievement


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GLO Rating ScaleGLO Rating ScaleGeneral Learner Outcomes:4 = Consistently Demonstrates3 = Usually Demonstrates2 = Sometimes Demonstrates1 = Rarely Demonstrates


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GLO Rating Attachment for Report GLO Rating Attachment for Report CardCard


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The eight guidelines can be The eight guidelines can be adapted to fit the GLOs:adapted to fit the GLOs:

1. Basis for grading - Relate rating procedures to the General Learner Outcomes

2. Reference Points - Use the rubrics as well as professional judgment about what is developmentally appropriate

3. Ingredients - Ratings cut across content areas

4. Sources of Information - Use information from student products, communications and observation

5. Changing Grades - Consider preponderance of evidence

6. Number Crunching - Rating is based on frequency and consistency

7. Quality - Use quality assessment(s) and properly recorded evidence of learning.

8. Student Understanding - Involve students in the assessment process.


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Think of assessment Think of assessment methodsmethods

GLOsGLOs

Mastery of UnderstandingMastery of Understanding

Applied Applied UnderstandingsUnderstandings

Growth over Growth over TimeTime


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Choose one of the Choose one of the GLOsGLOs

• List the behaviors that you would see that would indicate the students were demonstrating that behavior.

• List the things you would hear students saying if they were demonstrating that behavior.


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Let’s get concrete Let’s get concrete ……

•What does What does it look like?it look like?

•What does it What does it sound like?sound like?


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Planning to collect Planning to collect evidence…evidence…

GLOs Check lists Performance Interview Anecdotal Journal Portfolio Other

Self Directed Learner

Community

Contributor

Complex

Thinker

Quality

Producer

Effective Communicator

Effective &

Ethical User of Technology


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Planning for Planning for SuccessSuccess

• Embedded- how can I gather evidence from on-going instructional activities?

• On demand- what task can I design so students can demonstrate their understanding and application of the behavior?


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EmbeddedEmbeddedAs part of our social studies unit, prepare and deliver a five minute presentation with PowerPoint slides on one of the issues facing our island state in regards to dwindling natural resources. Cite at least 3 primary sources and 3 electronic sources. Your presentation must highlight the problem, recommended solutions and your “call to action.”


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On demandOn demand• Is it important for people to

give back to their community? Justify you answer with a rationale that would convince your peers. Provide specific examples and research from at least 3 different sources.


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Student Self-Student Self-AssessmentAssessment

GLO: Complex Thinker(List the behaviors you would see or hear)

Often Some-times

NotYet


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How am I doing?How am I doing?We cannot expect students to do anything

we ourselves do not do.• How self-directed was I in my learning today?• How did I contribute to the community of

learners at this workshop?• How did I engage in complex thinking?• What quality product did I create?• How effective was my communication?• How did I use technology effectively and

ethically?


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What evidence is What evidence is there of my there of my learning?learning?


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4. Sources of Information

Not everything needs to be included in grades.


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Sampling Sampling Question-Question-

How much?How much? Do you have sufficient information to make confident decisions and to take

action?


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“My Journal” entry – 12/03, Randi (K)


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• Reason for the assessment

• Scope of the target

• Coverage of one exercise

• Time available

• Consistency of performance

• Proximity of the standard

Sampling Sampling ConsiderationsConsiderations


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Practice & MistakesPractice & Mistakes• In sports and other activities,

practice is important and is in preparation for the game.

• Marking everything a student does in the classroom contradicts the value of practice.

• Practice in the form of worksheets, homework and quizzes will lead to better performance even if they do not have grades attached.

• Practice the type of assessment that is to be used summatively.


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Lighten the LoadLighten the Load• Marking everything is not necessary• Check work regularly without

ALWAYS providing marks.– Record work as “done” or “not done”– Drafts can be skimmed for overall

impression– Focus in on one or two key

characteristics for feedback– Utilize peer and self-assessment

practices

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5. Changing 5. Changing GradesGrades

Update grades periodically based on more recent learning; look at the preponderance of

evidence.

“By grading in pencil, it allows for ease in changing/updating grades.”

O’Connor, p. 135


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If students demonstrate achievement at any time that, in effect, renders past assessment information inaccurate, then you must drop the former assessment from the record and replace it with

the new. To do otherwise is to misrepresent that achievement.

Stiggins, 2001


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• Learning is an ongoing process and what matters is how much learning occurs, not when it occurs.

• We need to honor that students learn at different rates and should not be penalized for early learning.

• Time is a variable and we need to provide flexible learning time for students.

• We must offer students varied assessment opportunities to support learning and encourage student success.


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What if there is inconsistent What if there is inconsistent evidence?evidence?

• Give priority to evidence related to the most important learning goals or expectations.

• Give priority or weight to the most comprehensive form of evidence.

• Give priority to more recent learning.


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What do we What do we mean by mean by

preponderance?preponderance?


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PROCESS TIMEPROCESS TIME

Summarize what you learned about the 5

guidelines. Relate to the issues generated earlier.


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Learning LogLearning Log

Compare and contrast traditional vs. standards-based grading. Reflect where your schools (you service) are.

Reflect on where you need to strengthen your own skills in working with teachers. Any new insights?


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HomeworkHomework Design a page of a grade book

based on the first five guidelines. Specify grade level, content area

and standards.

standards based grading and reporting ociss 6/30/04 1 module 4 standards-based grading &...

Documents

standards based grading

standardsbased grades

standardsbased instruction

standardsbased assessment

standardsbased system

grading process

grading practices

grading continued