Evaluating Grading Evaluating Grading PracticesPractices10.12.07 10.12.07 L.I.DL.I.D..

Adapted from Rick Wormeli’s 9.20.07 White River SD Adapted from Rick Wormeli’s 9.20.07 White River SD Differentiated Grading PresentationDifferentiated Grading Presentation

Paradigm Challenging Paradigm Challenging StatementStatement

““A ‘D’ is a coward’s ‘F’. A ‘D’ is a coward’s ‘F’. The student failed, but The student failed, but you didn’t have the guts you didn’t have the guts to tell him.”to tell him.”

--Doug Reeves, --Doug Reeves, The Learning The Learning LeaderLeader

Weighing the ScalesWeighing the Scales

Balancing the numbers: Balancing the numbers:

0 or 50 (or 60) all = F0 or 50 (or 60) all = F

What is the effect of each What is the effect of each ‘level’ of F on a student’s ‘level’ of F on a student’s motivation?motivation?

On a student’s ability to On a student’s ability to recover?recover?

Which should we choose when Which should we choose when working with students?working with students?

How do we respond to an ‘F’?How do we respond to an ‘F’?

““Once a student crosses over Once a student crosses over into D or F zones, does it into D or F zones, does it really matter? We do the same really matter? We do the same two things: two things: investigateinvestigate and and take corrective actiontake corrective action.”.”

How do we record an ‘F’?How do we record an ‘F’? If a student is not at or above standard, If a student is not at or above standard, the evidence of learning really ought the evidence of learning really ought only fall into 1 of 3 categories: only fall into 1 of 3 categories:

1. (M) Missing (there is 1. (M) Missing (there is nono evidence) evidence)2. (INC) incomplete (there is not 2. (INC) incomplete (there is not enoughenough evidence to make a determination of evidence to make a determination of learning)learning)3. NTY (there 3. NTY (there isis sufficient evidence sufficient evidence which shows which shows

that the student is “not there that the student is “not there yet”)yet”)

How does the student respond to How does the student respond to an ‘F’?an ‘F’?

How might the marks (M, INC, How might the marks (M, INC, NTY) communicate differently to NTY) communicate differently to a student than an ‘F’? a student than an ‘F’?

Weighing the ScalesWeighing the Scales

Consider the impact of a Consider the impact of a permanent zero in the assessment permanent zero in the assessment category using a 100 pt scale:category using a 100 pt scale:

A ‘mean’ example of temperature A ‘mean’ example of temperature readings—85, 87, 88, 84, 0 readings—85, 87, 88, 84, 0 (missed reading). The mean=68.8 (missed reading). The mean=68.8 degrees.degrees.

Is this representative of what Is this representative of what was really going on?was really going on?

Weighing the ScalesWeighing the Scales Consider this Consider this comparison between a comparison between a 100 pt scale and a 4 100 pt scale and a 4 point scale:point scale:

If a student does no work, heIf a student does no work, he

should get nothing, right? should get nothing, right? Agreed.Agreed.

But how productive is it to But how productive is it to tell atell a

student that he earned 6 timesstudent that he earned 6 times

less than absolute failure?less than absolute failure?

(adapted from Doug Reeve’s ideas in (adapted from Doug Reeve’s ideas in The The

Learning LeaderLearning Leader, ASCD, 2006), ASCD, 2006)

100100 44 AA

9090 33 BB

8080 22 CC

7070 11 DD

6060 00

FF

5050 -1-1

4040 -2-2

3030 -3-3

2020 -4-4

1010 -5-5

00 -6-6

Weighing the ScalesWeighing the Scales Or, what if we invert Or, what if we invert the proportions of the the proportions of the traditional 100 pt traditional 100 pt scale by making the A scale by making the A account for 60% of the account for 60% of the grade scale and the F grade scale and the F only 10%? only 10%?

Clearly, in this absurd Clearly, in this absurd scenario, the ‘A’ has a huge, scenario, the ‘A’ has a huge, yet undue, inflationary yet undue, inflationary effect on the overall grade. effect on the overall grade. Just as we don’t want an ‘A’ Just as we don’t want an ‘A’ to have an inaccurate effect, to have an inaccurate effect, we don’t want an ‘F’ to have we don’t want an ‘F’ to have an inaccurate “deflationary” an inaccurate “deflationary” effect. effect.

Using Using permanentpermanent zeros in a 100 zeros in a 100 pt scale has exactly this pt scale has exactly this effect. effect.

100-40%100-40% AA

39-30%39-30% BB

29-20%29-20% CC

19-10%19-10% DD

9-0%9-0% FF

Be ClearBe Clear

In the no In the no permanentpermanent zeros scenario, zeros scenario, students are not getting “points” for students are not getting “points” for having done nothing. The student having done nothing. The student still earns an ‘F’. We are simply still earns an ‘F’. We are simply equalizing the influence of each equalizing the influence of each level in the overall grade scale and level in the overall grade scale and reporting in a way that will more reporting in a way that will more likely lead to more learning by likely lead to more learning by giving the student hope—the goal with giving the student hope—the goal with grades is feedback, not punishment.grades is feedback, not punishment.

The IronyThe IronyWhen used in a 100 point scale---When used in a 100 point scale---

““We are faced with the irony that a policy that We are faced with the irony that a policy that may be grounded in the belief of holding may be grounded in the belief of holding students accountable (giving zeros) actually students accountable (giving zeros) actually allows some students to escape accountability allows some students to escape accountability for learning.”for learning.”

--Ken O’Connor--Ken O’Connor

““A zero has an underserved and devastating A zero has an underserved and devastating influence, so much so, that no matter what the influence, so much so, that no matter what the student does, the grade distorts the final grade student does, the grade distorts the final grade as a true indicator of mastery. Mathematically as a true indicator of mastery. Mathematically and ethically, it is unacceptable.”and ethically, it is unacceptable.”

--Rick Wormeli, 2006, pp. 137-38--Rick Wormeli, 2006, pp. 137-38

Calibrating the ScalesCalibrating the Scales

Task: grade the following essayTask: grade the following essay Essay prompt: write a well Essay prompt: write a well crafted essay that provides a crafted essay that provides a general overview of what we’ve general overview of what we’ve learned about DNA this week. learned about DNA this week. You may use any resources you You may use any resources you wish, but make sure to explain wish, but make sure to explain each of the aspects of DNA each of the aspects of DNA we’ve discussed.we’ve discussed.

Student’s response:Student’s response:

““Deoxyribonucleic Acid, or DNA, is the blueprint of who we Deoxyribonucleic Acid, or DNA, is the blueprint of who we are. It’s structure was discovered by Watson and Crick in are. It’s structure was discovered by Watson and Crick in 1961. Watson was an American studying in Great Britain. Crick 1961. Watson was an American studying in Great Britain. Crick was British (he died last year). DNA is shaped like a twisting was British (he died last year). DNA is shaped like a twisting ladder. It is made of two nucleotides chains bonded to each ladder. It is made of two nucleotides chains bonded to each other. The pose of the ladder are made of sugar and phosphate other. The pose of the ladder are made of sugar and phosphate but the rungs of the ladder are made of four bases. They are but the rungs of the ladder are made of four bases. They are thymine, guanine, and cytosine, and adenine. The amount of thymine, guanine, and cytosine, and adenine. The amount of adenine is equal to the amount of thymine (A=T). It’s the same adenine is equal to the amount of thymine (A=T). It’s the same with cytosine and guanine (C=G). The sequence of these bases with cytosine and guanine (C=G). The sequence of these bases makes us who we are. We now know how to rearrange the DNA makes us who we are. We now know how to rearrange the DNA sequences in human embryos to create whatever characteristics sequences in human embryos to create whatever characteristics we want in new babies—like blue eyes, brown hair, and so on , we want in new babies—like blue eyes, brown hair, and so on , or even how to remove hereditary diseases, but many people or even how to remove hereditary diseases, but many people think it’s unethical (playing God) to do this, so we don’t do think it’s unethical (playing God) to do this, so we don’t do it. When DNA unzips to bond with other DNA when it reproduces, it. When DNA unzips to bond with other DNA when it reproduces, it sometimes misses the re-zipping order and this causes it sometimes misses the re-zipping order and this causes mutations. In humans, the DNA of one cell would equal 1.7 mutations. In humans, the DNA of one cell would equal 1.7 meters if you laid it out straight. If you laid out all the meters if you laid it out straight. If you laid out all the DNA in all the cells of one human, you could reach the moon DNA in all the cells of one human, you could reach the moon 6,000 times.” 6,000 times.”

Calibrating the ScalesCalibrating the Scales

What grade did you give this What grade did you give this response?response?

AA

BB

CC

DD

FF

Calibrating the ScalesCalibrating the Scales

How might the grade you assigned change How might the grade you assigned change based on the following information?based on the following information?1. The student took IB HL biology the previous year.1. The student took IB HL biology the previous year.

2. The student downloaded the entire content of the essay from2. The student downloaded the entire content of the essay from www.cheathouse.com.www.cheathouse.com.

3. The student is an ELL student who emigrated from a non-3. The student is an ELL student who emigrated from a non-English English speaking country 6 months ago.speaking country 6 months ago.

4. The student is a drug impacted homeless orphan with a 4. The student is a drug impacted homeless orphan with a special special education profile that includes ADHD, mild autism, and education profile that includes ADHD, mild autism, and dyslexiadyslexia

Calibrating the ScalesCalibrating the Scales

What questions would you need What questions would you need answered before you could grade this answered before you could grade this essay reliably?essay reliably?

What do these questions and the essay What do these questions and the essay grading experience tell us about—grading experience tell us about—

designing assessments?designing assessments?

grading assessments?grading assessments?

using standards?using standards?

How Can Students Play a Role?How Can Students Play a Role?Tools for student self-assessment (gathering Tools for student self-assessment (gathering other sources of learning evidence)other sources of learning evidence)

Book-ends:Book-ends: make the first and last tasks in a period, unit, or course the make the first and last tasks in a period, unit, or course the same and have students compare initial and final responsessame and have students compare initial and final responses

Surveys:Surveys: have students place themselves on a continuum at different stages have students place themselves on a continuum at different stages in a learning episode, evaluate changes over time, ask them to explain why in a learning episode, evaluate changes over time, ask them to explain why their placements moved or did not movetheir placements moved or did not move

Rubrics / Checklists:Rubrics / Checklists: have students review their work both prior to and have students review their work both prior to and following your or peer assessment. Have them pose questions about their own following your or peer assessment. Have them pose questions about their own performance and create a revision, additional practice, re-take preparation performance and create a revision, additional practice, re-take preparation planplan

Models:Models: students compare their work to samples of exemplary work (or work students compare their work to samples of exemplary work (or work one level above where they are performing) and make a tick-list for one level above where they are performing) and make a tick-list for improvementimprovement

Data Tracking:Data Tracking: provide students with templates to track their performance provide students with templates to track their performance over timeover time

Reflective Stems: Reflective Stems: in journals or onin journals or on test reflection / correction sheets have test reflection / correction sheets have students choose from and complete a short paragraph using the following students choose from and complete a short paragraph using the following starter stems . . . starter stems . . .

Suggested Reflective StemsSuggested Reflective Stems I learned that . . .I learned that . . . I wonder why . . . I wonder why . . . An insight I’ve gained An insight I’ve gained

is . . is . . I’ve done the following to I’ve done the following to

prepare . . . prepare . . . I began to think . . .I began to think . . . I liked . . . because . .I liked . . . because . . I did not like . . . I did not like . . .

because because I was frustrated by. . . I was frustrated by. . . A problem I had and how I A problem I had and how I

worked through it worked through it was . . .was . . .

How come . . . How come . . .

The most important thing for The most important thing for me to remember is . . . me to remember is . . .

The pattern I noticed was . . The pattern I noticed was . . . .

I’m confused by . . . I’m confused by . . . . . . surprised me . . . surprised me

because . . .because . . . I used to think . . . but now I used to think . . . but now

. . . . What if . . . What if . . . This reminds me of . . . This reminds me of . . . I predict . . .I predict . . . I think that if I . . . I think that if I . . .

then . . . then . . . A better way for me to A better way for me to

approach this would be to . . approach this would be to . . . .