standards based grading in an ap calculus ab classroom taylor gibson - [email protected] north...
TRANSCRIPT
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Standards Based Grading in an AP Calculus AB Classroom
Taylor Gibson - [email protected]
North Carolina School of Science and Mathematics
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Presentation Overview
Overview of Standards Based Grading What we’re doing at NCSSM Questions
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Standard Based Grading: An Overview
The Case Against Percentage Grades
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A Story: Part I
1912: Starch and Elliot147 English Teachers grade two English papersPaper 1: Scores range from 64 to 98Paper 2: Scores range from 50 to 97, 15% failing, 12%
“A”
Starch, D., & Elliott, E. C. (1912). Reliability of the grading of high school work in English. School Review, 20,442–457
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A Story: Part II
1913: Starch and Elliot128 Math Teachers grade Geometry papersScores range from 28 to 95
Starch, D., & Elliott, E. C. (1913). Reliability of the grading of high school work in mathematics. School Review, 21,254–259
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A Story: Part III
2012: Hunter Brimi73 High School Teachers grade the same student paper20 hours of training in writing assessmentScores ranged from 50 to 96
Brimi, H. M. (2011). Reliability of grading high school work in English. Practical Assessment, Research and Evaluation, 16(17), 1–12.
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A Story: Part IV
1918: Johnson and RuggMove towards scales with few categoriesExcellent, Average, and PoorExcellent, Good, Average, Poor and Failing (A, B, C, D, F)
Johnson, R. H. (1918). Educational research and statistics: The coefficient marking system. School and Society, 7(181), 714–716
Rugg, H. O. (1918). Teachers’ marks and the reconstruction of the marking system. Elementary School Journal, 18(9), 701–719.
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Tenets of Standards Based Grading
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Tenets 1&2 of Standards Based Grading
Grades represent only student achievement on learning standards
Percentage based grading and averaging are poor measurement tools to describe student learning
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Tenets 1&2 of Standards Based GradingThe Goal of Grading
To communicate, to all stakeholders, student achievement towards a set of learning goals at a certain point in time
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Tenets 1&2 of Standards Based GradingWhat Does Not Go into a Grade
Student Behavior
Late work penalties
Cheating
Attendance
Bonus Points
Relative Grading
Zeros for missing assignments
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Tenets 3&4 of Standards Based Grading
No (or less focus on) summative or omnibus grades
Grades should engage students in the learning process
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Sample Mathematics Report Card (Middle School)Marzano, Robert J, and Tammy Heflebower, Grades That Show What Students Know, Educational Leadership 69-3 (2011)
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Tenets 5&6 of Standards Based Grading
A students grade can change on a standard through reassessment
The most recent evidence of learning counts the most when determining mastery on a standard
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Standards Based Grading at NCSSM
AP Calculus AB
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The Standards
AP Calculus AB
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First Trimester
Wrote our own standardsGrouped learning objectives into 3 major types:
C-level: Skills based standards B-level: Content specific conceptual understanding A-level: Overarching Mathematical Skills
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First Trimester
Struggled with:How many standards?How to word learning objectives?How to align assessments with these
objectives?
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AP Calculus Curriculum Framework
https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-calculus-curriculum-framework.pdf
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Our Updated Standards
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Limits
Students will understand that:
The concept of a limit can be used to understand the behavior of functions
Continuity is a key property of functions that is defined using limits
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Derivatives
Students will understand that:
The derivative of a function is defined as the limit of a difference quotient and can be determined using a variety of strategies.
A function’s derivative, which is itself a function, can be used to understand the behavior of the function.
The derivative has multiple representations and applications including those that involve instantaneous rates of change.
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Integrals and the FTC
Students will understand that: Antidifferentiation is the inverse process of differentiation.
The definite integral of a function over an interval is the limit of a Riemann sum over that interval and can be calculated using a variety of strategies.
The Fundamental Theorem of Calculus, which has two distinct formulations, connects differentiation and integration.
The definite integral of a function over an interval is a mathematical tool with many interpretations and applications involving accumulation.
Antidifferentation is an underlying concept involved in solving separable differential equations. Solving separable differential equations involves determine a function or relation given its rate of change.
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Derivatives: C-level
Deriv.C.3
Calculate explicit derivatives
LO2.1C Students will know that… Direct application of the definition of the derivative can be used to
find the derivative for selected functions, including polynomial, power, sine, cosine, exponential, and logarithmic functions.
Specific rules can be used to calculate derivatives for classes of functions, including polynomial, rational, power, exponential, logarithmic, trigonometric, and inverse trigonometric.
Sums differences products, and quotients of functions can be differentiated using derivative rules.
The chain rule provides a way to differentiate composite functions
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Limits: B-level
Lim.B.1
Analyze functions for intervals of continuity or points of discontinuity
LO1.2A
Students will know that…
A function is continuous at provided that exists, exists, and Polynomial, rational, power, exponential, logarithmic, and
trigonometric functions are continuous at all points in their domains. Types of discontinuities include removable discontinuities, jump
discontinuities, and discontinuities due to vertical asymptotes.
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Integrals: C-level
Int.C.# Approximate a definite integral
LO3.2B Students will know that… Definite integrals can be approximated for functions that are
represented graphically, numerically, algebraically, and verbally. Definite integrals can be approximated using a left Riemann sum, a
right Riemann sum, a midpoint Riemann sum, or a trapezoidal sum; approximations can be computed using either uniform or nonuniform partitions.
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Assessing the Standards
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Proficiency Scale
0: No Evidence of Learning
1: Beginning
2: Developing
3: Proficient
4: Advanced
Adapted from Frank Noschese
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Sample Question #1
Deriv.B.1
Use derivatives to analyze properties of a function
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Sample Question #2
The number of jobs in North Carolina, in thousands, is modeled by the function , where is the number of months that have passed in the year 2014. Interpret the following mathematical statements in context using correct units.
a) and
b)
Deriv.B.3 Interpret the meaning of a derivative within a problem
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Reassessment
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Reassessment
Students may be reassessed on previous content
Teacher or Student InitiatedIf student initiated, must demonstrate
improvement before reassessment
Most recent assessment counts 60% of score
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Reporting Grades
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Reporting the Standards
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Reporting the Standards
ActiveGrade
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Converting to a Course Grade
C- C: 2.4 B: 2A: 1.5
C C: 2.6 B: 2.3 A: 1.75
C+ C: 2.8 B: 2.5 A: 2
B- C: 3 B: 2.7 A: 2.25B C: 3.2 B: 2.9 A: 2.5
B+ C: 3.4 B: 3.1 A: 2.75
A- C: 3.6 B: 3.3 A: 3A C: 3.8 B: 3.5 A: 3.25
A+ C: 3.8 B: 3.7 A: 3.5
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Student Reactions
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Questions