grading and assessment plc

DO NOW:1. On the board, write 3 words thatdescribe grading practices in the early 21st century.2. Complete Agree/Disagree

Grading and AssessmentPLC

Induction Year 2-3 PLCAugust 23, 2012

Presenter: Anne McDonough

Goals and Objectives

SWBAT: • Evaluate current grading policies based on best

practices for increasing student achievement• Differentiate between formative and summative

assessment practices. • Write differentiated lessons using formative

assessment practices that guide instruction. • Write a grading philosophy that reflects best

practices for student achievement.

Are you clear on the terms?

Common Ground:What is the purpose of assessment and

grading ?

Where do we stand?

What is my grading policy?

• What do you include in your grades?• Do you accept late work?• Do you allow retakes?• Do you differentiate assessments?• Do you accept extra credit or bonus pts?• Attendance?• How do you handle borderline grades?

The primary purpose of grades is to communicate

student achievement to students, parents,

administrators, post secondary institutions, and employers

Bailey and McTighe, 1996

MASTERY

• 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. Fig. 2.1 Wormeli

What do we assess?

• EEK----Essential and Enduring Knowledge• KUD ----Know Understand Do

COMMON CORE/STATE STANDARDSCURRICULUMOBJECTIVES

Beyond showing mastery grades are often used to:

• To document student and teacher progress• To provide feedback to students, family and

teacher and support staff• To inform instructional decisions• To motivate students• To punish students• To sort students• Source Wormeli, p. 102

The Challenge

FACTSFormative Assessment Classroom

Techniques

FAIR ≠ EQUAL Differentiated Assessment

Toolbox for Differentiated Assessment

• Rubrics• Tiered Assessments• Choices: Learning Menus, Tic-Tac-Toe• Alternative Assessment• Retakes• Maintain Rigor

GRADE ≠ FEEDBACK

Challenges for Differentiated Grading

• Grading by standards• Grading for mastery• Grading that differentiates• Retakes• Communicating the “others”—meeting

deadlines, preparation, attendance, accountability

Assignment

1. Write a grading policy that reflects best practices for student achievement. Is this a policy that you could live with? Why or why not.

2. Set 2 grading/assessment goals for the first marking period.

3. Write a differentiated lesson plan using formative assessments that guide instruction. For each formative assessment, annotate with the AFT

Example

• DURING: • Introductions, Share Objectives, Assign a time keeper 5 mins. • Give teams pairs of terms to define and differentiate• Common assessment term definitions—(glossary) –read/pair/clarify-question • Review the descriptive terms (FACT: triangle)• AFT• Common Ground: Purpose of Assessment and Grading (10mins)• Brainstorm • Compare to standard definition (slide) • and pre-assessment (FACT: foldable)• Model the use of the AFT 10 min. • AFT--Formative –Attitude—Inform Teacher—teacher/student/peer—survey—drive

instruction •