CHANGING ASSESSMENT

AND

COMMUNICATION

Grading Reform

Essential Questions

Specifics and details

Belief

Statement

Belief Statement

Grades should be an effective means of communicating academic and social progress

The language of grades should accurately reflect the process and purpose of assessment.

The process

of determi

ning proficie

ncy

The means

of communicating proficie

ncyAssessment Grades

Essential questions

What is the purpose of assessment at each educational level?

What should assessment look like at each level?

Can we create a continuum of assessable qualities (k-12)?

How do we assess social progress?

What resources do we use to derive a common language for grading and assessment?

Specifics that could drive

reform

Grading practices should:• Be standard based• Support the ways children learn• Provide clear expectations for learning• Allow multiple means of demonstrating proficiency• Include self-assessment• Foster opportunities for children to grow

Keep/Drop/CreateA framework of recommendations for taking action

Drop:• Averaging grades• Bell curves• Grading students in relation to one another• Letter grades K-8

KEEP

• Separate marks for progress and effort• Progress monitoring• Differentiation as a goal

CREATE• Uniform assessment system based on

proficiency• Student self-assessment• Growth Model of assessment• Communication system for explaining

grades to the community• Portfolio based assessment

NEXT STEPSWhere do we go from here?

1) Create a task force including the following personnel:• Facilitator• Administrator• Parents• Teachers• Students

2) Task force initial steps:

A: Determine the WHY

B:Develop common language and background

C: Professional development

D: Research other systems already in practice

3) Determine change system model• Criteria• Tools

4)Develop tools• Report cards • Rubrics • Indicators

5)Pilot new system• Feedback• Adjustments

6) Develop implementation plan