Eliminating Grade Fog How do we know what students know or don't know? If the primary purpose of grades is giving academic data on a student's learning progress. The challenge is to use a grading process that tells a clear picture of learning, unfogged by non-academic factors. http://wb4all.blogspot.com

1. Rethinking Assessment: A Tale of Hope & Ideals John McCarthy, Ed.S. Education Consultant Wayne RESA mccartj@resa.net 734.334.1546 wb4all.blogspot.com

2. Learning Target (LT) Know the location of the states, capitals, and geographical land marks. What does an 80% say about the student’s understanding of the LT? Points were taken off for spelling and for not color coding labels. Result:80%: Follows directions100%: Knowing map locations of LTAs a recorded grade of 80%, how does the result fog accuracy for the assessment of the LT?

3. Norms All voices need to be heard (we benefit from everyone’s experiences) Humor is nurturing Monitor own Zone of Proximal Growth Seek to understand before being understood –Stephen Covey (Questions are gifts) Please set cell phones to vibrate or silent mode, or turn off. Thank you.

4. It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. --Alan Cohen

6. Academic Progress The primary purpose of an academic grade is to indicate if a student has sufficiently mastered curriculum to be placed in the next grade or more advanced subject.

7. “A goal that can’t be measured is just a slogan.”--N.H. Dept. Of Ed

8. Formative Assessments The primary purpose of formative assessments is to track what a student knows and does not know. Based on sufficient data, determine next steps in the student’s learning achievement.

10. How many exposures to a concept do learners need for 80% mastery? 24 Marzano, Classroom Strategies That Work, p. 67

11. Principles of Effective Grading and Reporting It’s unwise to over-grade student work. Grades should be based on clearly specified learning goals. Grades should be criterion-based, not norm-based. Data used for grading must be valid (measure what we intend to measure). That is, the data must be free of “Grade Fog.” Grade later in the learning cycle rather than earlier. When it’s time for report cards, practice 3-P grading Carol Ann Tomlinson, ASCD 2008, New Orleans

12. Grade Reporting 3 > 1 Academic Achievement (Performance) Academic Growth (Progress) Effort (Process) AGE or 3Ps

13. Grade Reporting 3 > 1 Academic Achievement (Performance) Standards-based assessment data Performance-based assessments Milestone assessments Later assessments carry more weight than earlier assessments. Student Summer Barry Katie Academic (4) 4 4 1

14. Grade Reporting 3 > 1 Academic Growth (Progress) Measure gains from where a student started to where s/he is now. Portfolio Standards-based assessment Student Summer Barry Katie Academic (4) 4 4 1 Growth (3) 2 1 3

15. Grade Reporting 3 > 1 Effort (Process) Organization skills Class work Homework Participation Effort (3) 1 1 3 Student Summer Barry Katie Academic (4) 4 4 1 Growth (3) 2 1 3

16. Authentic Assessment

19. Who do you want to pack your parachute? Parachute-Packing Test Scores Competency/ Mastery Level

20. Test Scores & Average

21. Principles of Effective Grading and Reporting It’s unwise to over-grade student work. Grades should be based on clearly specified learning goals. Grades should be criterion-based, not norm-based. Data used for grading must be valid (measure what we intend to measure). That is, the data must be free of “Grade Fog.” Grade later in the learning cycle rather than earlier. When it’s time for report cards, practice 3-P grading Carol Ann Tomlinson, ASCD 2008, New Orleans

22. Educators, students, and parents, need a reporting system that accurately indicates what students achieved and where their needs remain, eliminating grade fog. What are Your Needs to Know? Post it or Text:734.330.1421

23. Solve this Story Problem Jamal loves 4th grade. He made an excellent funny video critique of the main characters from Harry Potter’s final book. He has an E for 4th grade Reading in Semester 1. It’s based on the final exam, 7 short answer essays— his score was 20%. What is the real problem? What is an appropriate assessment solution?

24. 7 Strategies of Assessment FOR Learning Provide a clear and understandable vision of the learning target—“What’s the learning?” Use examples and models of strong and weak work—“What does quality look like?” Offer regular descriptive feedback– “What are my strengths and where do I still need work?” Teach students to self-assess and set goals—Metacognition. Design lessons to focus on one aspect of quality at a time—Go to the heart of the learning. Teach students focused revision—revising initial work allows students to demonstrate growth in learning. Engage students in self-reflection and let them keep track of and share their learning—summarization and portfolios From Classroom Assessment for Student Learning (Stiggins, Arter, Chappuis, and Chappuis)

25. Data-Driven Dialogue??? Comprehensive Group Work Final Exam Quiz Quiz What do we know about these students’ learning needs?

26. Principles of Effective Grading and Reporting It’s unwise to over-grade student work. Grades should be based on clearly specified learning goals. Grades should be criterion-based, not norm-based. Data used for grading must be valid (measure what we intend to measure). That is, the data must be free of “Grade Fog.” Grade later in the learning cycle rather than earlier. When it’s time for report cards, practice 3-P grading Carol Ann Tomlinson, ASCD 2008, New Orleans

27. Data-Driven Dialogue??? Comprehensive Final Exam Main Ideas: Supporting Details & Ex.* Writing: Organization Transitions* * Formative data reported in Gradebook as not calculated for a grade. What do we know about these students’ learning needs?

28. From… Patricia Scriffiny. Seven Reasons for Standards-Based Grading, Education Leadership. 10/2008. Vol.66.2

29. Transform to… Patricia Scriffiny. Seven Reasons for Standards-Based Grading, Education Leadership. 10/2008. Vol.66.2

30. Principles of Effective Grading and Reporting It’s unwise to over-grade student work. Grades should be based on clearly specified learning goals. Grades should be criterion-based, not norm-based. Data used for grading must be valid (measure what we intend to measure). That is, the data must be free of “Grade Fog.” Grade later in the learning cycle rather than earlier. When it’s time for report cards, practice 3-P grading Carol Ann Tomlinson, ASCD 2008, New Orleans

31. Solve this Story Problem Christine did poorly on a graded assignment, but 3 days later she appears to understand the concepts and skills. The teacher considers two options. Allow Christine to redo the assignment for full credit. For Christine, replace the grade with the results of the next graded assignment, which builds on the previous assignment. How could these options reduce grade fog? What obstacles to measuring student achievement might these options create?

32. The Zero Factor “A zero has an underserved 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. Mathematically and ethically this is unacceptable.” (Wormeli, Fair Isn’t Equal. 2006, pp. 137-8)

33. Achievement vs. The #’s Game 91, 91, 91, 91, 91Total = 455. Mean = 91.1. Current Grade = A 91, 91, 91, 91, 91, 0Total = 455. Mean = 75.8. Current Grade = C To raise Mean to an 89.5, an A, this student must score a 91 on the next ___assignments 55 (55 ninety-one’s)

34. Alternatives v1.5 91, 91, 91, 91, 91, 55Total = 510. Mean = 85. Current Grade = B To raise Mean to an 89.5, an A, this student must score a 91 on the next __ assignments. 18 (18 ninety-one’s)

35. A Fair Grading System? Scale A: 100-41 B: 40-31 C: 20-30 D: 20-11 F: 10-0 Pts Dif 60 10 10 10 11 Pts Dif 10 10 10 10 60 Scale A: 100-90 B: 89-80 C: 79-70 D: 69-60 F: 59-0

36. Alternatives v2.5a Pt. Diff 6 5 10 10 10 A: 40-35 B: 34-30 C: 29-20 D: 19-10 E: 9-(5)-0 s

37. Achievement vs. The #’s Game 37, 37, 37, 37, 37Total = 185. Mean = 37. Current Grade = A 37, 37, 37, 37, 37, 0Total = 185. Mean = 30.8. Current Grade = B To raise Mean to a 35, an A, this student must score a 37 on the next __ assignment(s) 8 (8 thirty-sevens)

38. Achievement vs. The #’s Game 37, 37, 37, 37, 37, 5Total = 190. Mean = 31.6. Current Grade = B To raise Mean to a 35, an A, this student must score a 37 on the next __ assignment(s) 6 (6 thirty-sevens)

39. Alternatives v2.5b A = 4pts B= 3pts or 3.2 C=2pts or 2.4 D=1pts or 1.4 E= .5 or .8 Pt. Diff .5 .5 1 1 .5 A: 4.0-3.5 B: 3.4-3.0 C: 2.9-2.0 D: 1.9-1.0 E: 0.9-0.5 s

40. Achievement vs. The #’s Game 4, 4, 4, 4, 4Total = 20. Mean = 4. Current Grade = A 4, 4, 4, 4, 4, 0Total = 20. Mean = 3.3. Current Grade = B To raise Mean to a 3.5, an A, this student must score a 4 on the next __ assignment(s) 2 (2 fours)

41. Achievement vs. The #’s Game 4, 4, 4, 4, 4, .5 Total = 20.5 Mean = 3.4. Current Grade = BTo raise Mean to a 3.5, an A, this student must score a 4 on the next __ assignment (s) 1 (1 four)

42. Principles of Effective Grading and Reporting It’s unwise to over-grade student work. Grades should be based on clearly specified learning goals. Grades should be criterion-based, not norm-based. Data used for grading must be valid (measure what we intend to measure). That is, the data must be free of “Grade Fog.” Grade later in the learning cycle rather than earlier. When it’s time for report cards, practice 3-P grading Carol Ann Tomlinson, ASCD 2008, New Orleans

43. Grade Reporting 3 > 1 Effort (3) 1 1 3 Student Summer Barry Katie Academic (4) 4 4 1 Growth (3) 2 1 3

44. 15 Fixes for Broken Grades Ken O’Conner

45. 7 Strategies of Assessment FOR Learning Provide a clear and understandable vision of the learning target—“What’s the learning?” Use examples and models of strong and weak work—“What does quality look like?” Offer regular descriptive feedback– “What are my strengths and where do I still need work?” Teach students to self-assess and set goals—Metacognition. Design lessons to focus on one aspect of quality at a time—Go to the heart of the learning. Teach students focused revision—revising initial work allows students to demonstrate growth in learning. Engage students in self-reflection and let them keep track of and share their learning—summarization and portfolios

46. Reflection and Questions

47. Annotated Bibliography Wormeli, Rick. Fair Isn’t Always Equal: Assessing & Grading In the Differentiated Classroom. Stenhouse Publishers: 2006 Address quality elements of good assessment and grading practices based on getting an accurate understanding of student learning. Provides strategies and different views for thinking and methods for effective assessment and grading. Great for teachers and administrators. Makes for an excellent book study for schools and districts looking to build clarity in assessing student learning. O’Connor, Ken. A Repair Kit for Grading: 15 Fixes for Broken Grades. ETS: 2007 Teachers and school/district leaders gain a deeper understanding of the issues involved in sound grading practices. Includes: practical strategies and alternatives to help change how students are graded. O’Connor, Ken. How To Grade For Learning. Corwin Press; 2nd Ed.: 2002 The author shows how to link grades and standards. His eight models assist teachers in designing and conducting grading practices that help students feel more in control of their academic success. Marzano, Robert. Classroom Assessment & Grading that Work. ASCD: 2006 Learn about a framework for developing a formative assessment program based on a standards-based focus. Looks at traditional systems with a critical eye for implications, and adjustments needed to be more effective to student learning needs. Marzano, Robert. Transforming Classroom Grading. ASCD: 2000 Take a close look at grading practices. Look at seven types of assessment that, worked together, give a complete view of student learning. Provides for needed discussion around the impact of ineffective and effective grading practices.

48. Rethinking Assessment: A Tale of Hope & Ideals John McCarthy, Ed.S. Education Consultant Wayne RESA mccartj@resa.net 734.334.1546 wb4all.blogspot.com