grading visible learners nagel-slides visible learning institute san diego

Grading Visible Learners:

Guided by Effective Feedback

Dave Nagel

#vlconf2014

#gradingvl

Recognize certain grading practices inhibit building assessment capability in students Understand grade reporting of mastery is not synonymous with grading practices that foster student growth and development Describe specific school and classroom level grading practices that promote effective student feedback Recognize the importance of avoiding praise as feedback in student product or performance demonstration Understand the importance of providing clear success criteria; both process and product Recognize that deliberate practice with teacher feedback must be embedded into classroom grading practices

Learning Intentions

#gradingvl

Success Criteria By the end of this session participants will be able to:! !

Apply Professor Hattie’s instructional model of feedback through grading practices to increase student learning!!Cite specific school and classroom actions to apply feedback through grading practices that increase student assessment capabilities!!Apply 1-2 specific grading approaches in their school or classroom immediately !!Determine potential roadblocks for implementing new grading practices and approaches as well as actions to begin to overcome them !#gradingvl

Do your students

consistently receive

feedback that increases their

learning?

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Grades  Effec,ve    Feedback  

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Task!

Process!

Self-Regulation!

Model need not be abandoned because of grading

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Please  complete  the  feedback  reflec,on  

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Which of the research statements on feedback did you find the most interesting or compelling? Why? !Do you give effective feedback to your students? How do you know? !How has your feedback, at any level been a consideration for how grading is done in your classroom or school setting? !

Do  your  current  grading  prac,ces  diminish  mind  frames?  

#gradingvl

Reasons  for  a  lack  of  Meaningful  Grading  

Tradi,ons  Trumping  Evidence  

Teacher  Desire  for  Power  &  Control  

Absence  of  Collabora,on  Around    Grading  

False  Assump2ons  

Grades  focus  on  process  criteria  

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“I  have  a  Masters  (or  doctorate),  and  I  know  what’s  best  for  my  students!”  

Teacher  oQen  eschew  expected  grading  guidelines  (Raznov,  1987;  Tierney  2011).    

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Determining  Our  Current  Reality?  #gradingvl

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Grading Visible

Learners!

Avoid Product Level Praise! Create

Culture Welcoming

Error!

Success Criteria Clarity !

Goal Setting

(Challenging!Embed Mastery Grading!

Avoid Grading

Early !

Promote Deliberate Practice !

Time is NOT the Variable!

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Praise  ineffec,ve  feedback  for  product  or  performance  

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A  challenge  for  teachers….  

…Some students prefer individual praise (de Luque & Sommer, 2000).

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Does  your  classroom  or  school  culture  welcome  error?  

Cri,cal  Ques8on    

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     Students  take  risks  based  on  their  percep8on  of  support                  from  their  teachers  and  other  students  

 (Alton-Lee & Nuthall, 1990; Doyle, 1983). #gradingvl

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Student commitment allows feedback to trigger internal appraisal, thus improving reaction to feedback.

(Van-Dijk and Kluger, 2000;2001)

Build Student Commitment Through Goal Setting

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Both  product  and  process  success  criteria  

Success Criteria Clarity

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Grading  students  on  the    path  they  follow  towards  learning—leads  to  confusion.  

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Student   Graphic  Organizer  Complete  

Rough  Dra?  

Final  Essay  

Total  Points  

Grade  

Kristen  5   10   60   75   C  

BriJany  15   30   45   90   A-­‐  

Mark  0   10   60   70   C-­‐  

Samantha  15   30   45   90   A-­‐  

Gabe  15   30   25   70   C  

Total  Possible   15   30   60   100  #gradingvl

Task—Please complete 1-4: Actions to Grade Visible Learners

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Grading Visible

Learners!

Avoid Product Level Praise! Create

Culture Welcoming

Error!

Success Criteria Clarity !

Goal Setting

(Challenging!Embed Mastery Grading!

Avoid Grading

Early !

Promote Deliberate Practice !

Time is NOT the Variable!

#gradingvl

Avoid  Early  Grading  

 When  graded  early  in  learning  process…Students  take  their        aJen2on  away  from  the  strategies  they  need  to  use  to  reach  the  next  level  in  their  learning  

 (Kluger  &  DeNisi,  1996)    

Well

Below Mastery

Significant Progress

Work indicates on track to

mastery

Mastery Demonstration

Product or Performance

Full Credit

(Points or Marks)

Minimum    Proficiency  Threshold      

Students Receive Feedback

—Not small amount of points

Grade = IP

IN-Progress Students & Parents

Aware

Students Receive Feedback

—Can use and resubmit for higher grade

Mastery Grading

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#vlconf2014

Deliberate  Prac,ce  Must  Not  Be  Interrupted  for  Grading  

#gradingvl

TIME  must  be  the  variable  &  learning  the  CONSTANT  

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Subject   2007    ‘Flex  Time’  Added  

2008   2009  

English   63%   91%   92%  Algebra   67%   86%   97%  

Global  History   55%   74%   87%  

US  History   76%   86%   93%  Living  

Environment  70%   72%   94%  

Spanish   82%   91%   92%  

Charter  School  for  Applied  Technologies  (Buffalo,  NY)    %  students  passing  Regents  Exams  

Charter  School  for  Applied  Technologies    Gradua2on  Rate  

2008   2009   2010   2011   2012  

94%   100%   94%   100%   100%  

#gradingvl

Task—Please complete 5-8 Actions to Grade Visible Learners #gradingvl

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Example Strategies

1. Training Tasks 2. Challenges Within Tasks #gradingvl

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Weigh,ng  Grades  

Schools  had  commitment  to  defining  “excellence”  (Cognard,  1996)  

Provide  student  with  extrinsic  incen2ves  (Lang,  2007)  

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Crea,ng  Challenges  within  Tasks  

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Overcoming  Roadblocks  to  Implementa,on  

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Establish  Collabora2on  Expecta2ons  for  Grading    

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Learn more about Visible Learningplus at www.corwin.com/visiblelearning

Dave Nagel Dave@davenagel.com

Davenagel.com @davenagelvlplus