what does that grade mean? february 15, 2011 pto meeting
TRANSCRIPT
What DOES that grade mean?
February 15, 2011
PTO meeting
Vision/Mission Revised, 12/09
Students at HP will graduate as caring, curious, confident, and college-ready young people who have respect for multiple cultures and perspectives.
Teachers at HP will design standards-based challenging learning experiences enriched through technology, community partnerships and personal projects.
Staff at HP will foster meaningful and personalized relationships preparing students for global citizenship.
Personal Connection
Turn and talk.. How were you graded? What did you learn? What did you retain? What was expected of students? Parents?
Teachers? What kinds of skills could you “get by with”
and which ones did you NEED?
Great Teacher
Think of an example of a great teacher (in school, on the job, in a workshop, at the gym, a family member or role model) What were the qualities of that teacher that
stand out? How did you know that you were learning
(evidence)? What learning have you retained?
Compare/Contrast: Think about your own adult learning… Traditional
Work model—taught values of work world
Influenced by ideas of class (blue vs. white collar)
Based on averages; often students penalized for “mistakes”
Teachers used individual understanding to grade
Grades based on subjective qualities (likability, effort)
Expectations based in teacher’s mind
Promotion based on effort, attendance and age (Carnegie Units)
Standards-based Learning model Students are not penalized
for learning Teachers must be “highly
qualified,” must use informed, professional judgment
All students can achieve at high levels (if they want)
Assesses against a “stable” standard
More data-driven; scientific, precise
Promotion based on Mastery
“Game Day” Metaphor
Performance-based Assessment (Arts, Athletics, etc.) Practices lead up to the Game. You have to be present
for the practice to learn what is essential. Practice is where you learn what will be required to
demonstrate in the Game in a lower risk environment. Performers take responsibility for the learning because
they understand the stakes and the purpose. The Game is real. Can’t be played again. (Although,
some skills might come up again in other games.) After the Games and during practices, coaches and
players reflect and evaluate what needs to change. Real rewards. Both intrinsic and extrinsic.
What does this mean for students?
Students HAVE to do the work. Students need to turn in their best representation of
their understanding. They should try to take ownership of the learning—
practice to proficiency or independent skill. Students should feel better about the amount of risk
(lowered). Understand that it might take one student longer than
another depending on strengths/weaknesses. Look for growth by comparing to the rubric or
standard and own self—not others.
What would standards-based assessment look like?
Look at this picture… Like a doctor’s visit: MD
assesses symptoms to make a diagnosis.
Evaluate understanding and level of proficiency based on evidence
Use a rubric to define expectations ahead of time
Grade = summary of levels of achievement (not the same as an assessment)
What types of assessment will you see?
Formative = feedback for students (take advantage—low risk, low stakes) Shouldn’t be in the grade
book Summative = summary
of skills or content (“game day,” do your best, higher risk, high stakes)
Should have at least 2 opportunities to demonstrate the learning
Some Positives of Standards-based
Fairness Provides clear
expectations to students about how to meet standards.
Based on the belief that no one “has” to get low grades.
Doesn’t penalize students for learning information before they are proficient.
Not averaged grades; highest demonstration is counted.
Precision Grades should reflect
skill level, not other qualities (like effort).
Ensures all students can do the skills before moving on (not as much social promotion).
Allows all to see where the real issue exists (more precise diagnoses).
Alberta Written Test for Driver’s License: 17/20, 85% required to pass (Ken O’Connor webinar, 2/2/11)
1st: 10/20 = 50% 2nd: 10+ 17= 27/40 =
13.5/20= 67.5% 3rd: 10+17+18 =
45/60 = 15/20 = 75%
4th: 10+17+18+19 = 64/80 = 16/20 = 80%
5th:10+17+18+19+ 20 = 84/100 = 16.8/20 = 84%
6th:10+17+18+19+ 20+20 = 104/120 = 17.3/20 = 86.5%
What might it look like in the Grade Book? Not based on “point values”
0-4 point rubric IB criteria = depends on the subject area
Multiple standards assessed on one test or project
PURE Standards-based: No formatives entered into the grade book (This means that there isn’t a lot of “cushion.”)
Standards listed, not assignments or tasks
Grade book example (Ideally): What is this student’s overall grade?1 (Final: 3 ) 2 (Final: 3 ) 3 (Final: 2?) 4 (Final: ? )
Test 1: ¼ Test 1: 2/4 Test 1: 1/4
Project 1: ¾ Project 1: 2/4
Presentation 1: 3/4
Presentation 1: 3/4
Test 2: 2/4 Test 2: ¾
These issues are part of what HP is working on…
Ken O’Connor (an expert on grading and reporting) says…
5 grading challenges: Late assignments
Missing “work”/zeros Academic Dishonesty
Reassessment Homework
More challenges of new system
Traditional report cards = still have to average/use old 100-pt scale
Social promotion still in effect Culture of students = Work model, not learning model All have to realign expectations Don’t throw out baby with the bathwater
Values still needed (e.g. discipline, hard work, etc.) Feedback on affective behaviors will be given
differently.
Mrs. Boyd’s Reflection
Leadership class How the culture is still not “there” Need students to take responsibility for their
learning
How can you help your students
succeed? Help students to take ownership of their learning.
Have them access Student Assistance. Ask them to “teach” you what they learned—make connections.
Access Parent Assistance. Stay informed of grades. Don’t enable behavior that is not leading to student’s goals.
Be patient. Ask questions. Don’t assume. We are trying to make changes that benefit students.
Establish good communication with the school and other families.
Email me! [email protected] in order to ask questions or set up an appointment to get more information.
Questions?