standards based grading in the classroom part 1 - why standards based grading? kim lackey, denise...
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Standards Based Grading in the Classroom Part 1 - Why Standards Based Grading?
Standards Based Grading in the ClassroomPart 1 - Why Standards Based Grading?Kim Lackey, Denise Pahl, and Julie WeitzelRockwood School DistrictEureka, Missourihttp://eurekaworldlanguage.wikispaces.com/home Tell your name, where and what you teach, and describe how you feel about Standards Based Learning/Grading in 5 words or less.
Who are we and why are we here?Julie Weitzel, Eureka High School, Spanish II and IVDenise Pahl, Spanish Teacher, Retired (as of May 2014!)Kim Lackey, Eureka High School, Spanish III and IV
Background - Process, Started 10-15 years ago, about 5 years ago we started by adding boxes for Advanced, Proficient, Basic, and Below Basic to the same quizzes we had always used. Incorporated elements from the PALs rubrics from Fairfax County, Virginia. Read books - 15 Fixes by Ken OConnor and Fair isnt Always Equal by Rick Wormeli. Watched videos, continue to read blogs and articles about grading practices. And we use it every day in our own classrooms - work together in Professional Learning Communities to put the theory into practice.What are the Standards?World-Readiness Standards for Learning Languages
An example of the Standards we use for World Language:Presentational CommunicationInterpersonal CommunicationInterpretive CommunicationThis graphic keeps Communication at the heart of what we do, also references the 4 SkillsWhat are the Standards for your curricular area(s)? How are they determined?Common Core?Nationwide Organization?State Organization?District Curriculum?Professional Learning Community?Textbook?Teacher-created?
The Standards for your curricular area should drive your decisions about what to teach, how to teach, and how to assess.What do teachers count in students grades?HomeworkQuizzesPortfoliosParticipation In-class Practice WorkLab reportsExtra CreditSpeaking AssessmentsWriting AssessmentsReading AssessmentsListening AssessmentsPresentationsProjectsChapter Tests
What do you think should count in students grades?HomeworkQuizzesPortfoliosParticipation In-class Practice WorkLab reportsExtra CreditSpeaking AssessmentsWriting AssessmentsReading AssessmentsListening AssessmentsPresentationsProjectsChapter Tests
Different Mindsets About the Purposes of GradesStudent grades are meant to rank students. Student grades can be used to control/punish student behavior. Student grades communicate what students know and are able to do.Maybe all of the above?What should count in a grade: A grade should reflect what a student knows and is able to do.(For World Language, this means)Assessments of students ability to communicate in the language.Assessments of cultural and linguistic knowledge.What does this mean for you?What shouldnt count in a grade? Extra CreditParticipationHomework or practice for completion pointsAnything that uses grades as a punishment (cheating, late work)Anything that doesnt clearly communicate what kids know and are able to do.
But if I dont count it or count off for it...My kids just dont do homework if its not for a grade.Theyre not working up to their potential! They dont respect deadlines and consistently turn work in late!They need to learn to be more responsible!Agh! Someone cheated!Extra credit?
Engaging students and encouraging participationTechnology for formative assessment (clickers, Socrative, Conjuguemos/Quizlet)Stamping student sheets for participation in small group conversationsExit ticketsDifferentiated instruction and student choiceProject Based LearningGames and Competition - Around the world, Head of the class, Row RacesWhat else?
How do we encourage students to complete homework?Include formative assessment with feedback in your teaching.Make sure students can see clear connections between formative and summative work.Feedback for formative assessments can be reported as inactive assignments.Reward students with stickers, stamps, candy, positive parent contact, etc.
How do we handle cheating?Which consequence would be most effective?A zero on the assessment?Write-up, meeting with principal, parent phone call, and detentions?
Late / Missing work?Due date vs. the drop dead dateIncentives for turning in by due dateDrop dead date for teacher sanityPreventing Late WorkStudent reminders (Remind 101 Remind!)Parent communication (e-mail, Teacher Messenger, newsletter)Fewer at home projects and more in-class assessmentsAssign a detention and have the student complete their work during that time.
Other ideas for Interventions: Intervention #1 - Student Conference
How can I help you?Whats going on?Is everything OK?Lets figure this out!Im worried about you.Lets make a plan!Intervention #2 - Parent ContactComments on Infinite CampusEmailPhone callGroup emails / Teacher Messenger to parents of students who Get below proficient on an assessmentDidnt complete their homeworkTurned in an assignment lateAre missing work that needs to be made up
Intervention #3 - Disciplinary actionMandatory Academic Tutoring Session / Academic Detention / 7th hour
Retakes / Reasssessment / RedosPossible policy:REASSESSMENT OPPORTUNITIESStudents who have not shown proficiency will be re-assessed with the exception of listening and reading assessments.Students will be required to complete supplemental review work before being allowed to re-take a quiz.Although retaking a quiz may be an option, students should prepare for all assessments and give their best effort when assessments are originally given. Reassessments are primarily for those students who have not yet demonstrated proficiency.The new grade on the re-take will replace the old grade even if it is lower than the original score because the new score represents the most recent evidence of what the student knows and is able to do.When graded assessments are returned to students, students who have not yet demonstrated proficiency will receive feedback providing a plan for reassessment. Students will commit to taking ownership of their learning by following the reassessment plan as well as committing to a date and time outside of class for reassessment. Why?Interpretive (listening or reading) assessments: Generally, we do not give retakes for these assessments for logistical reasons. We have looked at the data over time to see if there are trends. If a student is continually improving in their skills over the semester, more emphasis is given to the most recent evidence of their abilities. Practice Quiz
Make-up Work and Delayed AssessmentsPossible policy:MAKE-UP WORK AND DELAYED ASSESSMENTSStudents who miss an assessment due to absence will be asked to commit to a date and time outside of class to make-up the assessment. In extreme cases, students may receive permission from their teacher to postpone taking an assessment. Students will commit to a date and time outside of class to take the assessment. A parent e-mail may be sent to explain the agreement.Students who do not complete their assessment in a timely manner will be assigned an academic detention.Scores for assessments that are not taken on the scheduled date will be entered into PowerSchool as an I which counts as a 0. After the assessment is completed and graded, this score will be changed and full credit will be given.
How can we manage retakes? How do we manage our time and use it efficiently? Designed for students who do not demonstrate proficiency (not prepared to move forward in their learning), but OK for anyone to re-take.Generally done before or after schoolAcademic Lab situation - department / school responsibility for all studentsOne day per unit - Make-up/Retake day in classStudents who abuse the privilege of retakes can be banned from retaking assessments.Math Dept. Mistake - Can only re-take if they make 69% or lower. Kids blow quizzes on purpose. The policy encourages game playing.Whats wrong with a student with who has an 85% learning more and reassessing?Do be afraid of too many kids re-taking assessments? If they have to do it on their own time, this is not likely to be a problem.
But... will kids be ready for college if they get to retake quizzes and dont have to do their homework?Current system often advances students who are not ready and holds back kids who could be excelling.The best way to prepare students for college is by rewarding achievement and teaching them what quality work looks like.More and more colleges are realizing the limitations of traditional grading systems and making changes.
Student Reactions to Standards-Based Learning & Assessment and ReassessmentHow should we set up our gradebook? Online Gradebook categories? Weighting?Options:Types of assessments/assignments (Quizzes, Tests, Homework)The Standards (Presentational, Interpretive, and Interpersonal Communication + Linguistic and Cultural Competence)Something else? What makes sense in your curricular area? Could the Standards be grouped? Who makes the decision?Which option gives best feedback to teachers, students, parents? Which option pushes teachers to integrate the standards into classroom practice? Which option is the most standards-based? How we set up our Online GradebookOur Infinite Campus Categories:25% Linguistic and Cultural Competence 25% Presentational Communication25% Interpretive Communication25% Interpersonal Communication(Could include inactive assignments in any category to reflect homework, participation, practice work, etc.)Semester vs Quarters?Putting in inactive assignments in the category though allows the formative grade to show up next to the summative grade. More clearly shows the connection between formative work and learning..
What will be your take-away from this morning? Who will you share this with?What are the Standards for your c