secondary standards-based grading and reporting...
TRANSCRIPT
Spring 2011, Spokane Public Schools 1
Secondary Standards-
Based Grading and
Reporting Handbook
A Teacher’s
Guide to
Standards-Based
Grading and Reporting
Inside this document:
Section One: Why Standards-
Based Grading?
Section Two: The Purpose of
Grading and the Purpose of the
Report Card
Section Three: Grading
Principles: A Filter for the Work
in Spokane Public Schools
Section Four: The Negative
Impact of Zeros
Section Five: Homework
Section Six: Next Year’s Work
Spring 2011, Spokane Public Schools 2
Section One
Introduction: Why Standards-Based Grading?
On learning and grading: our purpose and principles
The research and experts in the field have overwhelmingly asserted that
standards-based grading and reporting allows us to align our grading and reporting
practices to our standards-based instructional practices. When implemented,
standards-based grading and reporting (SBGR) allows us to more accurately and
consistently report student achievement to students and families as it relates to
state and local standards.
From the student’s perspective, grades need to be accurate and meaningful.
Students and families want an accurate picture of what has been learned and what
still needs to be learned. Grading and reporting around specific standards, while
using the accompanying strategy of formative assessment with feedback related to
progress toward standards, has been shown to significantly boost achievement
and motivation for students. Consider the research by Black and Wiliam (1998)
and Hattie (2009), high quality formative assessment and feedback have a
powerful impact on student learning, showing an effect size on standardized tests
of between 0.4 and 0.7, which is larger than most known educational
interventions. When a student makes progress they feel motivated and more
successful because enhancing perceived competence is motivating in and of itself.
Students begin to think about grades and other assessments which teachers use to
provide informational feedback as helpful toward their success.
R e f e r e n c e s
B l a c k , P . & W i l i a m , D . ( 1 9 9 8 ) . I n s i d e t h e b l a c k b o x : R a i s i n g s t a n d a r d s t h r o u g h c l a s s r o o m
a s s e s s m e n t . P h i D e l t a K a p p a , 8 0 ( 2 ) , 1 3 9 - 1 4 9 .
H a t t i e , J . ( 2 0 0 9 ) . V i s i b l e l e a r n i n g . N e w Y o r k : R o u t l e d g e .
Spring 2011, Spokane Public Schools 3
Section Two
The Purpose of Grading and the Purpose of the Report Card
Purpose of Grading: The purpose of grading is to communicate, to all stakeholders, student achievement toward specific standards at a certain point in time to inspire future achievement and impact change. The Purpose of the Report Card is to communicate separately:
Student achievement toward academic standards.
Student progress related to attributes that promote secondary and post-secondary success.
R e f e r e n c e s
G u s k e y , T . & B a l e y , J . M . ( 2 0 0 1 ) . D e v e l o p i n g g r a d i n g a n d r e p o r t i n g s y s t e m s . T h o u s a n d O a k s ,
C A : C o r w i n P r e s s .
O ’ C o n n o r , K . ( 2 0 0 9 ) . H o w t o g r a d e f o r l e a r n i n g ( 3r d
e d . ) . T h o u s a n d O a k s , C A : C o r w i n P r e s s .
T o m l i n s o n , C . & M c T i g h e , J . ( 2 0 0 6 ) . I n t e g r a t i n g d i f f e r e n t i a t e d i n s t r u c t i o n & u n d e r s t a n d i n g
b y d e s i g n . A l e x a n d r i a , V A : A S C D .
Spring 2011, Spokane Public Schools 4
Examples:
Section Three
Grading Principles: A Filter for the Work in Spokane Public
Schools
These grading principles inform the day-to-day grading practices of the
classroom teacher
Principle 1 – Grades and reports should be based on clearly specified learning goals and performance standards. Example: All 9th grade, 1st semester English students will be graded on the same standard/targets.
Principle 2 – Evidence used for grading should be valid.
Standards Extraneous Factors
Demonstrate effective word choice in writing Penmanship
Apply concept of density Low reading skills
Uses distributive property Turned in late
Creates a range of values in a pencil drawing No name on artwork
Demonstrate shooting a basketball Didn't suit up
Analyze causes of WWII Extra credit work
Accurate sight reading in band Good citizenship
Spring 2011, Spokane Public Schools 5
Principle 3 – Grading should be based on established criteria, not on arbitrary norms. Example: Fitness and Health Clear Target: Improvement in cardiovascular fitness. Rubric: Baseline- Time in Zone Body Composition Recovery Time Meets Unique Circumstances of Learner: Students’ level of cardiovascular fitness is pre-assessed. Students then set improvement goals for themselves, monitor progress throughout the semester, and then post-assess level of improvement. Using a heart rate monitor to measure improvement in cardiovascular fitness, students are assessed utilizing a criterion-referenced scoring rubric, based on national standards to determine each student’s demonstrated level of proficiency.
Principle 4 – Not everything should be included in grades.
For example:
Student A
Formative: Example (Teacher 1)
Non-Example (Teacher 2)
Diagnostic 1* 1
Formative 1 2* 2
Formative 2 2* 2
Formative 3 4* 4
Summative 4 4
Grade 4 2.5
(average)
*Not included in grade
Early in an instruction cycle some
assignments should not be included
in the final grade, but used
formatively to inform both the
student and the teacher about
progress toward standard.
Spring 2011, Spokane Public Schools 6
Principle 5 – Avoid grading based on (mean) averages. Example: *Evaluate the most recent evidence of student achievement. Example assessment scores over
grading period 1,1,1,1,2,2,3,4,4,4 Average (mean) = 2.3
Principle 6 – Focus on achievement, and report other factors separately. Example:
4 3 2 1
0
1
2
3
4
1 2 3 4 5 6 7 8 9 10
Assessment Number
Ru
bri
c Sc
ore
Assessment of the Same Standard Over Time
4 3 2 1
Most Recent Using the most recent trend, a
more appropriate grade would be 4 versus 2.3. Any grade requires
sufficient evidence for a specific
standard.
Criteria Criteria
STANDARDS WORK HABITS and OTHER HABITS
Spring 2011, Spokane Public Schools 7
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Spring 2011, Spokane Public Schools 8
Section Four
The Negative Impact of Zeros
Think about this…
In most cases teachers will be using scores from multiple assessments to measure the learning of a
student. This practice provides multiple opportunities for students to demonstrate achievement toward
learning targets. Therefore teachers have no need to use zeros.
Think about this….
Zeros have such a powerfully negative impact on the average that they can have a debilitating effect on
student motivation (effort optimism). Including zeros also fails to accurately communicate what students
really know and can demonstrate.
The challenge of averaging a zero into a grade in a 100 point grading scale:
Do the Math
Consider this series of scores that Kalen received:
Assessment Measures Grade
60+0+70+100 /4 = 57% F
Then take out the zero
Assessment Measures Grade
60+70+100/3 = 77% C+
What do you think is going on in the mind of the student? Is this motivating? Is there hope that
increased effort will be beneficial to Kalen?
Think about this…
Does the use of zeros when averaging a grade tell us what a student has learned or can do?
Accurate grades are based on the most consistent evidence . . .
We look at the pattern of achievement, including trends, not the average of the data. This means
we focus on the mode and the most recent scores, not the mean (averages).
Spring 2011, Spokane Public Schools 9
Q: Does this give an average of the temperature in a week?
Temperature readings in Spokane, Washington, for the week of June 21.
MON TUE WED THUR FRI
85 ° 85 ° 85 ° 85 ° ? °
Treating the unknown reading as a zero creates the following mean: 68 degrees. Really?
This is inaccurate for what really happened, and therefore, unusable.
Terms defined:
Mean (Average): The total of all of the scores divided by the number of assignments.
Mode: The score occurring most frequently in a series of observations or test data.
“A zero has an undeserved and devastating influence, so much so that no matter what the
student does, the grade distorts the final grade as a true indicator of mastery.”
-Rick Wormeli, 2006
This section was created by the following committee members and vetted out to you:
Sammy Anderson, Salk, Principal Assistant
Linda Bushinski, Ferris, Teacher Ivan Corley, Shadle, Assistant Principal
Steve Fisk, NC, Assistant Principal
Kevin Foster, Ferris, Principal Jennifer Grizzle, Bancroft, Teacher
Mike Nepean, CTE Coordinator Rob Reavis, Garry, Assistant Principal
Dave Ulman, Sac, Teacher
References
D e d d e h , H . , M a i n , E . , & R a t z l a f f F u l k e r s o n , S . ( 2 0 1 0 ) . E i g h t s t e p s t o m e a n i n g f u l g r a d e s . P h i
D e l t a K a p p a n , V 9 1 . N 7 , 5 3 - 5 8 .
G u s k e y , T . & B a l e y , J . M . ( 2 0 0 1 ) . D e v e l o p i n g G r a d i n g a n d R e p o r t i n g S y s t e m s . T h o u s a n d O a k s ,
C A : C o r w i n P r e s s .
G u s k e y , T . ( 2 0 0 0 ) . G r a d i n g p o l i c i e s t h a t w o r k a g a i n s t s t a n d a r d s . . . a n d h o w t o f i x t h e m .
N A S S P B u l l e t i n . 8 4 ( 6 2 0 ) , 2 0 - 2 7
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M a r z a n o , R . ( 2 0 0 1 ) . C l a s s r o o m i n s t r u c t i o n t h a t w o r k s . A l e x a n d r i a , V A : A s s o c i a t i o n f o r
S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t .
O ' C o n n e r , K . ( 2 0 0 9 ) . H o w t o g r a d e f o r l e a r n i n g ( 3r d
e d . ) . T h o u s a n d O a k s , C A : C o r w i n P r e s s .
R e e v e s , D . ( 2 0 0 8 ) . E f f e c t i v e g r a d i n g p r a c t i c e s . E d u c a t i o n a l L e a d e r s h i p . 6 5 ( 5 ) . 8 5 - 8 7 .
R e e v e s , D . ( 2 0 0 4 ) . T h e c a s e a g a i n s t t h e Z e r o . P h i D e l t a K a p p a n . 8 6 ( 4 ) , 3 2 4 - 3 2 5 .
S c h m o k e r , M . ( 2 0 0 1 ) . R e s u l t s f i e l d b o o k : P r a c t i c a l s t r a t e g i e s f r o m d r a m a t i c a l l y i m p r o v e d
s c h o o l s . A l e x a n d r i a , V A : A s s o c i a t i o n f o r C u r r i c u l u m a n d D e v e l o p m e n t .
( 2 0 1 0 , F e b r u a r y 2 4 ) . S t a n d a r d s - B a s e d g r a d i n g r e v i s i t e d . E d u m a c a t i o n , R e t r i e v e d A p r i l 1 ,
2 0 1 1 , f r o m h t t p : / / t h e h u r t . w o r d p r e s s . c o m / 2 0 1 0 / 0 2 / 2 4 / s t a n d a r d s - b a s e d - g r a d i n g - r e v i s i t e d /
W a l k e r , K . R o l e o f z e r o i n g r a d i n g . P r i n c i p a l s ’ P a r t n e r s h i p . R e t r i e v e d A p r i l 2 5 , 2 0 1 1 , f r o m w w w . r o c k - h i l l . k 1 2 . s c . u s / a s s e s s m e n t a n d g r a d i n g / a r t i c l e s . a s p x ? f i l e _ i d = 1 5 6 4
Spring 2011, Spokane Public Schools 11
Section Five
Homework
Homework involves “tasks assigned to students by school teachers that are meant to be carried out
during non-school hours” (Cooper, 1989, p.7).
Homework can be a meaningful practice when it is generated by responding to the need of a specific
class or student. It may look different at different grade levels. Meaningful practice is short, frequent, and
accompanied by feedback related to specific standards. It aims to reinforce learning, not to construct
new learning.
Homework – although a useful tool for learning – should not have an impact on a student’s academic
grade within a Standards-Based Grading and Reporting system because it is practice aimed at increasing
the student’s capacity to meet standard.
FAQs
1. How can teachers encourage students to do homework if it is not part of their grade? Homework is best used as a means for students to practice so that students can apply what they
have learned in class. When this practice leads to greater understanding of standards and
success on concepts taught in classroom, students are more likely to see the value in homework.
It is important for teachers to intentionally make this connection for students.
2. Are teachers expected to provide feedback on all assigned homework? No, teachers will not be expected to provide feedback on ALL assigned homework. However, there may be those select homework assignments that a teacher will want to provide feedback for students that supports key concepts taught in class.
The Homework section was created by the following committee members and vetted out to you:
Mark Robbins, Lewis & Clark, Teacher
Lisa Bowen, Salk, Literacy Coach Jeanie Jones, Sacajawea, Teacher
Mark Lund, Lewis & Clark, Teacher
Tami McCracken, Rogers, Math Coach
Kim Powell, Parent
Shelly O’Rourke, Parent
Aaron Allen, Shaw, Teacher Daniela Thornton, Garry, Teacher
References
C o o p e r , H a r r i s . H o m e w o r k . W h i t e P l a i n s , N Y : L o n g m a n . 1 9 8 9 .
G u s k e y , T h o m a s . G r a d i n g P o l i c i e s t h a t W o r k A g a i n s t S t a n d a r d s . N A S S P B u l l e t i n . P r i n t .
O ’ C o n n o r , K e n . A R e p a i r K i t f o r G r a d i n g : F i f t e e n F i x e s f o r B r o k e n G r a d e s , A l l y n & B a c o n ,
A s s e s s m e n t T r a i n i n g I n s t i t u t e , I n c . , 2 0 1 0 .
M a r z a n o , R o b e r t . C l a s s r o o m A s s e s s m e n t & G r a d i n g t h a t W o r k , A l e x a n d r i a V i r g i n i a , A S C D ,
2 0 0 6 .
Spring 2011, Spokane Public Schools 12
Section Six
Next Year’s Work:
• Power Standards rollout, including curriculum alignment and teacher training
• Initial drafting of secondary standards-based report card
NOTE: The Washington Administrative Code (WAC) requires that all high school
transcripts use the same format. Therefore, semester reporting will continue to
include the use of traditional letter grades.
• Piloting of products (report card and cut scores)
Piloting the new report card will be an important step in next year’s work. This
process will allow us to make necessary revisions prior to district-wide
implementation. We will be asking for volunteers from various schools, content
areas, and grade levels.