Standards Based Grading in the Classroom

Part 2 - Assessing Student Performance

Kim Lackey, Denise Pahl, Julie WeitzelRockwood School District

Eureka, Missourihttp://eurekaworldlanguage.wikispaces.com/home

What was your take-away from yesterday? / What is your experience with Standards Based Grading?

● What are the “Standards” for your curricular area?● What should count in a grade / What should grades

reflect?● Strategies for participation, homework, cheating, late

work, low-quality work● Managing Reassessments● Gradebook categories that support Standards Based

Learning / Grading

Unit Planning

What will be the focus?

What will be assessed?

How will it be

assessed?

Which standards

will be addressed?

How will culture be

interwoven?

What resources do

we need? (Beyond the textbook…)

What are our objectives?

What does this look like in the “real

world”?

How will it be assessed?

• How will students demonstrate what they know and are able to do?

• What will excellence look like?• What essential skills are necessary for

success?• What will they learn by completing the

assessment?• How will I provide students with feedback

about where they are in their learning?

How can we design a scoring guide that is...

• gives meaningful feedback to teachers, students, and parents,

• uses standards-based indicators (advanced, proficient, developing, minimal),

• unpacks the standards into criteria that reflect essential skills and knowledge (I can statements),

• and uses a logical/mathematically-sound conversion to percentages that is student, parent, and gradebook friendly and uses a 50-100 scale?

Can confidently

move forwardUsually AlwaysSometimes

/ RarelyRarely / Never

Common Vocabulary used on Scoring Guides

Best Practices for using Scoring Guides

• Limit criteria to essential skills only.• Share the scoring guides with students in

advance!• Formative work is key.• Students can practice using the scoring

guide on a sample assessment.• Students can have a voice in the

development of the scoring guide.• Grade while it still matters.• Feedback immediately communicates

students’ strengths and weaknesses.

Student Reaction to Scoring Guides

We apply this same scoring guide format to...

• Presentational Speaking Assessments• Reading and Listening Assessments• Interpersonal Speaking and Writing

Assessments• Vocabulary Assessments• Grammar Assessments• Cultural Competence Assessments• Pronunciation Assessments• and more!

Today’s Next Steps:• See examples of unit plans and understand

how different standards are assessed in different units.

• See some ideas for different types of assessments that might spark ideas for something you could do.

• See lots of different types of scoring guides and think “outside of the box.”

• Learn the technical steps for creating this type of scoring guide.

Examples of assessments in the context of units from levels II, III, and IV

• Mi casa es su casa unit – Spanish III• Mitos y leyendas unit – Spanish II• El cine español unit – Spanish IV

Vocabulary Comprehension

Scoring Guide

Vocabulary Production

Vocabulary Production

Scoring Guide

Scoring Guide - Long version

Interpersonal Writing• Prompt: ¿Dónde vives? ¿Cómo es tu

hogar?• Ideal = Students work in pairs• Google Docs - One student creates a

Document using Google Docs and shares it with their partner.

• Google Docs allows students to work collaboratively on the same document and to see the changes their partner makes.

• Use Bold and Italics to show who is “talking.”

Scoring Guide

Presentational Speaking - video

Scoring Guide

Interpretive Viewing

Students will watch 4 shorts videos. These have been downloaded from YouTube.

Interpretive Viewing: Source, Purpose, and Intended Audience

Interpretive Viewing: Supporting Details

Interpretive Viewing: Vocabulary in Context

Interpretive Viewing: Scoring Guide

Grammar Assessment

Grammar Scoring Guide

Interpretive Reading

Interpretive reading: Supporting Details

Interpretive ReadingSupporting Details

Interpretive Reading:Grammar interpretation

Interpretive Reading:Meaning from context

Interpretive Reading:Main idea

Interpretive Reading:Scoring Guide

Presentational WritingEscribe “La leyenda del nopal” en tus propias palabras. Usa el pretérito y el imperfecto para narrar en el pasado.

Presentational Writing

El cine español - Spanish IV

Interpersonal Speaking

• Must have lots of formative practice (daily conversations about high interest topics)

• Small group conversations, “Speed dating” activity, one-on-one conversations with teacher

• Work to find solutions to classroom management challenges

• Goal - conversations with native speakers!

Interpersonal Speaking Scoring Guide

Pronunciation Assessment

Pronunciation Scoring Guide

Lifelong Learning Project

Lifelong Learning Project

What about final exams and semester grades?

• Final Exams should reflect the same scoring categories that students have been assessed on all semester.

• Don’t just start with the 150 multiple choice questions from last year because they’re already done.

• Final grades: Should what happened in the beginning of the semester be de-emphasized in favor of more recent evidence of student knowledge/ability?

What do I need to know (technically speaking) to create this type of

scoring guide?• Decide which Standard you will assess.• Decide what the Essential Skills are for that standard and the

criteria that will be used to assess the essential skills (computation, reasoning, application of content, vocabulary use, elements of design, etc).

• Decide if you want to weight each criteria the same (1, 2, 3, 4? 1, 2, 3? 2, 4, 6, 8?)

• Count up the total number of points for the lowest possible score. Count up the total number of points for the highest possible score.

What do I need to know (technically speaking) to create this type of

scoring guide?

Figure how many boxes you need. If it’s a lot, using landscape orientation can help fit it all in.

Formula for percentages:

· (# of boxes – 1) = X

· 50 ÷ X = Y

· Subtract Y from 100 and each result to get the percentages. Round off to nearest 10th.

What do I need to know (technically speaking) to create this type of

scoring guide?

Adding performance levels

When deciding the cut off for Advanced, Proficient, Developing, and Minimal, you may want to consider what a student needs to get to have each total raw score. For example, if a student has 2 “Proficient” scores and 1 “Advanced” score, their overall score would be

“Proficient.” 3 4 5 6 7 8 9 10 11 12

50% 55.5% 61.1% 66.7% 72.2% 77.8% 83.3% 88.9% 94.4% 100%

Minimal Developing Proficient Advanced

Let’s create a template!

What do I need to know to create this type of scoring guide using

Microsoft Word?

• Microsoft Word - Tables!• Distribute Columns - the Equalizer• Split and Merge Cells• Basic Counting• How to follow a formula (or cut and paste)

Key Points• Let the Standards for your curricular area

guide everything that you do with your students!

• Choose to include assessments of what students know and are able to do in the language in your gradebook.

• Make unit planning a priority and choose real-world scenarios with logical assessments.

• Work together and develop your skills and resources over time.

What will be your take-away from this morning? Who will you share this with?

• Unit Planning • Scoring Guides - standards based,

proficiency indicators, 50-100 scale, conversion to gradebook-friendly percentages, meaningful feedback.

• Specific Assessment Types • Final exams and the end of the semester• Creation of scoring guides