Welcome to:

Mastery Grading and the Collaborative Common Core Classroom

Presenters:

Linda S. IgoeGuidance Instructional SpecialistParlier Unified School District

lsigoe@ymail.com

Laurel A. FretzConsultant

lfretz@hotmail.com

1I can use transparency (FLTs and Fair Grading) to ensure students: experience the desire and ability to take ownership of their own learning self-assess their struggles and strengths and communicate this to the teacherI can encourage student discourse about the learning process to: increase the efficacy of both teacher and studentprovide for a wider use of differentiation causing students to achieve at a higher levelI can differentiate between a typical grading scale and fair grading scale, and be able to explain to students, parents, and peers, what this will look like in my common core classroomI can recognize that mastery is not dependent on time, therefore students with longer processing times will not be penalized, but will be graded on mastery of common core standards.Focused Learning Targets2Common Core Instructional Shifts implemented with common core state standards place an emphasis on:FocusCoherenceRigorCommon Core Instructional Shifts

FOCUS Common Core Classrooms Focus strongly where the Standards focus4

COHERENCE Common Core Curriculum Alignment Across grade levels, major topics within grade levels, and across disciplines5

RIGOR Common Core Practices Engage in constructed viable arguments from evidence, and critique the reasoning of others

6

TRANSPARENCY Common Core Learning Focused Learning Targets, Fair Grading Practices, and Rubrics which ensure Transparency and Student Self-Assessment7

DREAM8

REALITY9

START10

FINISH11Fair Grading Practices

Focus Learning Targets12

Focus Learning TargetsQ: How do you know that your students are learning the standards? A: Because they are hitting the Focused Learning Targets (FLTs) you have designed for them.

Q: What makes a great FLT? A: You can design rigorous FLTs by thinking carefully about a standards-aligned topic and saying to yourself: If my student knows The What and can prove it to me with The How, utilizing 21st Century skills, then I will know for sure that they have mastered the standards.

Q: How do you know your instruction is truly rigorous? A: Reflect on your unit FLTs and aligned assessments to decide where the How falls on DOK and/or Blooms and if the How incorporates Higher Order or Critical Thinking skills and questioning.

ALIGNING LEARNING TO ASSESSMENT13How often do your students engage you in an argument about their grades? What does that typically look like?

PAIR SHARE14Fair Grading Practices

1. Grading should be only about measuring learning: Grading is not about compliance Grading is not a rewardGrading is not a punishmentGrading is not about formative learningGrading is the measurement of the level of mastery (proficiency) of the FLTs

Grading practices should be transparent and fairStudents should understand how they are being assessedStudents should be able to use the assessment process to self-assess their own practices and level of mastery15Fair Grading Practices

TYPICAL GRADING SCALEABCDF90-10080-8970-7960-690-59A10%B10%C10%D10%F60%NOT SO16Fair Grading Practices

TYPICAL GRADING SCALEA-B-C-D-F-9080706050A10%B10%C10%D10%F60%NOT SOTYPICAL GRADING SCALEF--F---F----F-----F------ (F-6)40302010017Fair Grading Practices

If you choose to make each of the grade designations equal in weight, you create a learning environment where one false step will not bury a student in grade debt they can never recover from and struggling students will continue to work knowing it is not hopeless.

FAIR GRADING SCALEABCDF100-9089-8079-7069-6059-50A10%B10%C10%D10%F10%OCTOBER18File Name and Bibliographic Information k0412ree.pdf

Douglas B. Reeves, "The Case Against the Zero," Phi Delta Kappan, Vol. 86, No. 4, December 2004, pp. 324-325.

How can I give points for doing nothing my standards are way too high for that!19Compare Jills, Bobs and Sues Grades, all three earned the same overall grade of a B, 85%:

1. Which student(s) have really mastered more standards?2. Which student(s) have shown that they know more?3. What positive or negative effect does the super zero cause? Fair Grading Rubric

The Fair Grading Rubic is:Quick and easy for Teachers to grade student work based on MasteryPromotes specific Student-Teacher questions based on MasteryIncreases Student self-assessment6A - 100%5B - 83%----4D - 66%3F - 50%21Fair Grading Rubric

6 I CAN TEACH IT High level of academic language used, evidence provided from the text, counter examples given5 I AM PROFICIENT No need to relearn or be re-assessed4 I HAVE A BASIC UNDERSTANDING Needs to relearn and be re-assessed3 I HAVE SHOWN NO MASTERY nothing is turned in OR nothing turned in was on topic or showed a basic understanding6A - 100%5B - 83%----4D - 66%3F - 50%GotIt!NotYetPAIR SHARE TO EXPLAIN THE DIFFERENCE BETWEEN THE FOUR POSSIBLE SCORES22

FLT: I can create a restaurant quality margarita by using the correct ingredients, tools, and methods

Assessment Question: Describe in writing, how a restaurant quality margarita is made, include ingredients, tools, and methods needed3 I HAVE SHOWN NO MASTERY nothing is turned in OR nothing turned in was on topic or showed a basic understanding3F - 50%3F - 50%Name: Kermit the Frog

Name: Miss Piggy

Go to a Mexican restaurant and order one.

Assessment Question: Describe how a restaurant quality margarita is made, include ingredients, tools, and methods needed4 I HAVE A BASIC UNDERSTANDING Needs to relearn and be re-assessedName: Bert

Gather the ingredients: Tequila Triple Sec Sweet and sour lime mix Ice Salt Lime

4D - 66%Assessment Question: Describe how a restaurant quality margarita is made, include ingredients, tools, and methods needed255 I AM PROFICIENT No need to relearn or be re-assessedName: Ernie

Measure the appropriate amounts of each of the following ingredients into a blender and mix: Tequila, Triple Sec, Sweet and sour lime mix, and Ice Pour into a salted glass Decorate with an umbrella or fruit

Assessment Question: Describe how a restaurant quality margarita is made, include ingredients, tools, and methods needed5B - 83%6 I CAN TEACH IT High level of academic language used, evidence provided from the text, counter examples givenName: Big Bird

Measure the appropriate proportion of each of the following ingredients into a blender and mix: 3 parts Tequila 2 parts Triple Sec 1 part Sweet and sour lime mix add Ice to desired consistency Using a margarita glass (see drawing), moisten the rim then dip in margarita salt Pour frozen margarita mixture into the margarita glass being careful not to wash away the saltAdd a lime wedge or slice to the edge of the glass (make sure you wash the limes first!)Assessment Question: Describe how a restaurant quality margarita is made, include ingredients, tools, and methods needed6A - 100%

EASY TO GRADE6A - 100%BLANK OR OFF TOPIC

NEEDS TO RELEARN

PROVES MASTERY

CAN TEACH IT5B - 83%4D - 66%3F - 50%Fair Grading ArgumentsThe argument is the best part!Three Easy Rules: Be respectful, have evidence ready, be flexibleTeaching moment: Opportunity to quickly teach how to get to the next level for one or more studentsStudent self-advocacy: Increases student self-assessment AS student is taking the assessment, increases engagement in understanding assessment results, offers motivation for students to keep trying

Do you have a common core classroom?

Big 5 Student MotivatorsSupported by Mastery GradingSurvival Grades, Parents, CollegeLove and Belonging Fair and consistent grading for ALL students struggling students finally get what A students somehow know instinctivelyPower Taking ownership of grade by self-assessing while taking an assessment in order to earn a better gradeFun Respectful arguing with your teacher is encouragedFreedom To self-direct my own learning

Time vs. Mastery32

Time vs. MasteryThree lumberjacks are given 4.5 weeks to cut down 100 trees each.If successful each lumberjack will be paid $5000

33

Time vs. MasteryLumberjack #1 cuts down all 100 trees in the first week, and then goes on vacation for 3.5 weeks.

Lumberjack #2 does the math and cuts down 3 or 4 trees each day for the entire 4.5 weeks.

Lumberjack #3 takes a vacation for 4 weeks, knowing he has plenty of time to cut the trees down, then comes back and cuts down 100 trees in the last three days.

At the end of the 4.5 weeks, how much should each lumberjack be paid?List three adjectives describing each lumberjack.

34

"General Sherman tree looking up" by Jim Bahn - Sherman TreeUploaded by hike395. Licensed under CC BY 2.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:General_Sherman_tree_looking_up.jpg#/media/File:General_Sherman_tree_looking_up.jpgGive me six hours to chop down a tree and I will spend the first four sharpening the axe.

Abraham Lincoln

35

PAIR SHAREHow can you relate the lumberjack scenarios to the students in your classroom?

Should the length of time it takes a student to master the standards be reflected in his/her grade? 36

Time vs. MasteryIt is never too late to learn, but sometimes it is too late to improve your gradeWhen the grading period ends at the semesters it may become too late to improve a grade.

37What would it look like in a classroom full of students who know how to self-assess their own level of mastery, take ownership of the grades they earn, and where even struggling students never give up?

REFLECTION38

Thank you for attending this session!

Please take a moment to evaluate this workshop using:

1. The QR Code to the rightor2. The online evaluation on SCHED.org or3. A session evaluation form available from your presenter.

39