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June 2009 Powerpoint (Original)
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June 2009 Powerpoint (Original)

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Transcript

  • 1. Raymond School DistrictTeaching and Learning
    How Do We Know What They Know?
  • 2. “A Global Vision”
    • Three things Research Tells Us:
    • 3. No significant learning occurs without significant relationships
    • 4. Professional development is powerful
    • 5. Standards are powerful
    • 6. Teaching to standards
    • 7. Assessing to Standards
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  • 8. If we want student achievement to improve, what must we change?
    • The adults’ learning experience-
    Time to ponder, plan and produce
    • The students’ classroom experience- Instructional Focus
    • 9. The feedback we give students- Assessment Focus
    3
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  • 10. Instructional Focus
    In schools showing marked improvement in low-performing student achievement, providing constructivist learning opportunities was the onlymitigating factor.
    Duane Baker, 2003
    4
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  • 11. What Supports Instructional Focus?
    • Clear learning standards
    • 12. Explicit teaching of standards
    • 13. Transparent reporting of standards-based achievement
    • 14. System designed to measure student growth, not sort
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  • 15. Why clear standards?
    6
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  • 16. Who’s clear about the goal?
    7
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  • 17. Assessment
    “All of these studies show that innovations which include strengthening the practice of formative assessment produce significant, and often substantial, learning gains.”—Paul Black and Dylan Wiliam
    8
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  • 18. What Supports Good Assessment?
    • Standards-based Assessment
    • 19. Development of assessment tasks
    • 20. Data analysis training
    • 21. Coordinated assessment (classroom, school, state)
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  • 22. Standards and Grades
    10
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  • 23. Standards and Grades
    What does a grade represent?
    11
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  • 24. Standards and Grades
    Why do we grade?
    12
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  • 25. What’s in a grade?
    13
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  • 26. What’s in a grade?
    14
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  • 27. What’s in a grade?
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  • 28. What’s in a grade?
    16
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  • 29. Reasons We Grade
    • Feedback about student achievement
    • 30. Guidance of students
    • 31. Instructional planning
    • 32. Motivation
    • 33. Administrative purposes (rank, credits, GPA)
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  • 34. What’s in a grade?
    18
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  • 35. What’s in a grade?
    19
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  • 36. What’s in a grade?
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  • 37. What Can We See?
    • Four weeks of 76-minute classes
    • 38. Six marks >=90%, two in high 80s, none lower than 62.5%
    • 39. Grade awarded was 68.1%
    • 40. Without a “0”, the grade would be 81.6%
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  • 41. Did you ever feel like this?
    “A grade is an inadequate report of an inaccurate judgment by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite amount of material.”—Paul Dressel
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  • 42. Packing a Parachute
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  • 43. Discussion questions for the parachute packing case
    Which student will you choose to pick your parachute? Why?
    If these were scores in a typical teacher’s grade book, which students would pass? Which students would fail?
    Is there any discrepancy between your answers to questions 1 and 2? If so, why does this discrepancy occur?
    What are the implications of this for the way you calculate student grades?
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  • 44. Does it matter in Raymond?
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  • 45. Perspectives on Grading
    • Grading is not essential to learning
    • 46. Grading is complicated
    • 47. Grading is subjective and emotional
    • 48. Grading is inescapable
    • 49. Grading has a limited research base
    • 50. Grading has no single best practice
    • 51. Grading that is faulty damages students and teachers
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  • 52. Standards-based Guidelines
    • Relate grading procedures to the standards and other learning goals
    • 53. Use criterion-referenced performance standards as reference points to determine grades
    • 54. Limit the valued attributes included in grades to individual achievement
    • 55. Sample student performance—do not included all scores in grades
    • 56. Grade in “pencil”, so records can be updated easily
    • 57. Crunch numbers carefully
    • 58. Use quality assessments and properly recorded evidence of achievement
    • 59. Discuss and involve students in assessment, including grading, throughout the teaching/learning process
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