ccsa slides 2015
TRANSCRIPT
Grading Practices:Reflective Conversations with
Educators
Collaborative Conference on Student AchievementMarch 2015
Presenters:Mrs. Jan King (NCDPI) & Dr. April Spencer (WRESA)
Why should we talk about this?
Our thinking…
• Our customers deserve to know what a grade means.
• Grades are more transparent than ever before. So, what they mean should be clear.
• A leader’s philosophy on grading practices should not be a mystery.
• Common sense is not always common.
Our thinking…
• Our customers deserve to know what a grade means.
• Grades are more transparent than ever before. So, what they mean should be clear.
• A leader’s philosophy on grading practices should not be a mystery.
• Common sense is not always common.
Our thinking…
• Our customers deserve to know what a grade means.
• Grades are more transparent than ever before. So, what they mean should be clear.
• A leader’s philosophy on grading practices should not be a mystery.
• Common sense is not always common.
Our thinking…
• Our customers deserve to know what a grade means.
• Grades are more transparent than ever before. So, what they mean should be clear.
• A leader’s philosophy on grading practices should not be a mystery.
• Common sense is not always common.
Proactive vs. Reactive?
Format for Today:
• Discussion starters
• Customize ideas for your school/district
Talk It Out:Making Sense of Grades
Scenario #1:Elementary School
Scenario #2:Middle School
Scenario #3:High School
The
3 Q
uesti
on Q
uiz
Perfect = 100
Miss 1 = 67
Miss 2 = 34
Miss 3 = Zero
Which scenarioswill you use?
Student Voice:What is your grading pet peeve?
Which are your building’sgrading pet peeves?
Can you survey and share?
What do the experts say?
How confident are we that our grades areconsistent, accurate, meaningful,
and supportive of learning?
Myth-busting:“Preparing you for the real world…”
How confident are we thatour grading practices represent
hope and growth mindset?
Which student do you wantto pack your parachute?
Lynn Canady’s Work on Averaging
“Averaging is not typical of the working world;
for example, we do not average praxis scores when teachers re-take tests
orwhen lawyers re-take the bar
examination.”
Revisiting ClassroomFormative Assessment Practices
From the NC Code of Ethics:Which statement is truly found there?
1. Educators have academic freedom to assign grades to students based on an approved system of the educator’s choosing that is fair and research-based.
2. The educator evaluates students and assigns grades based upon the students’ demonstrated competencies and performance.
3. Educators routinely communicate student progress using progress reports and report cards to inform parents and guardians of student performance.
From the NC Code of Ethics:Which statement is truly found there?
1. Educators have academic freedom to assign grades to students based on a personal system of the educator’s choosing that appears fair and research-based.
2. The educator evaluates students and assigns grades based upon the students’ demonstrated competencies and performance.
3. Educators should routinely communicate student progress using progress reports and report cards to share grades with parents and guardians.
Using a Case Study
Another Case Study
And yet another
Are we beingproactive or reactive with
these conversations about grades?
http://www.cvent.com/d/hrq907/3B
Please take a few
moments to evaluate
this session!
Your feedback is
important.