standards-based grading practices-math
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Standards-based Grading Practices-Math. Anne Knackert [email protected] Learning Technologies Dept. “Why…would anyone want to change current grading practices? The answer is quite simple: grades are so imprecise that they are almost meaningless.” --Robert Marzano. - PowerPoint PPT PresentationTRANSCRIPT
Standards-based Grading Practices-Math
Anne Knackert [email protected] Technologies Dept
Practices that Inhibit Learning•Including behaviors in academic grade•Assessments not linked to learning intentions•Grading first effort (formative assessment)•Assigning Zeros as grades (The Power of Zero)•Always using the mean to determine a grade•Old and recent scores are given the same weight
“Why…would anyone want to change current grading practices?
The answer is quite simple: grades are so imprecise that they are almost meaningless.”--Robert Marzano
Current Research on Assessment
•Current grading practice is
highly inaccurate
•Purpose of grades is
feedback on standards
•Feedback on nonacademic
factors should be kept
separate
•Advocates rubric scoring
• Summative vs. Formative
• Assessment of Learning vs. Assessment for Learning
• Value in ungraded practice
More from Doug Reeves and Ken O’Connor
•Grading is always
somewhat subjective
•Grading involves
questionable
practices
•Averaging and
zeroes create
meaningless grades
•Advocates Standards
Based grading
Robert Marzano Rick Stiggens Thomas Guskey
Traditional Grading Standards-based Grading
Emphasizes Compliance
All activities are graded
Activities can be weighted differently
Huge advantage for students who come into the course knowing the material.
All grades are averaged
Zeroes kill
Emphasizes Competence
Evidence is graded. Practice is not graded (feedback provided).
Different pieces of evidence can be weighted differently
Equal opportunity for students who learn content during the time of the course
New Evidence replaces old evidence
Zeroes only exist if students made no effort to provide evidence
Examine your current grading practice…
Competence vs. Compliance
Separate Academic and Nonacademic Factors
Grades are NOT used to Punish--Zeroes
Averaging vs. Most Recent Achievement
Ungraded Practice vs. only Evidence
SBG Trad
Performance Levels– AD: Advanced, exceeding grade level expectations– PR: Proficient, meeting grade level expectations– BA: Basic, just below grade level expectations– MI: Minimal, far below grade level expectationsProficiency Levels entered must be based on grade level
expectations for ALL students—special needs, English language learners
Separate Effort grade allows teachers to:• Allows teachers to report on effort separately for each
content area• Avoid mixing nonacademic factors into the standards based
academic grade• Allows teachers to indicate high effort for struggling students
or low effort for high performing students—indicate improvement6
Mathematics• Take some time to examine the white documents with the
CCSS as they are stated on the new standards-based report cardo Which standards will teachers struggle with?o What resources already exist to support teachers?
• Look at the yellow handout.o How would the handbook pages help the
fourth grade teacher understand their CCSS?o What other resources does the handbook
provide?7
Though only 35 MPS schools are using the new standards-based report card in 2011-
12, ALL students at ALL schools in MPS focus on the
standards shown in these handbooks.
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Reflection• How can I support math teachers who are using the
new standards-based report card by growing their understanding of the CCSS in math?
• How do the resources for the report card pilot support all teachers in MPS?
• Can a teacher teach and grade the CCSS if they do not understand the standards themselves?
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Resources: -Transforming Classroom Grading by Robert Marzano (ASCD)-Grading and Reporting Student Learning by Thomas Guskey-New Mission, New Beliefs: Assessment for Learning by Rick Stiggins-Grading What Matters by Tony Winger (ASCD)How to Grade for Learning by Ken O’Connor
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Credit Where Credit is Due