Descriptive Feedback & Sound Grading

Descriptive Feedback & Sound Grading (August 2010) Tom Schimmer School District No. 67 (Okanagan-Skaha) Penticton, BC [email_address] www.sildeshare.net/tschimmer

My Task… ,[object Object],[object Object],**

Pre-Corrections ,[object Object],[object Object],[object Object],[object Object],**

Disclaimers… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],**

What Matters MOST (Thomas R. Gusky. “The Rest of the Story.” Educational Leadership. 65:4, 28-35) ,[object Object]

The Big Question ,[object Object]

The Challenge of Change (Dr. David Hawkins - 1995) ,[object Object],**

Why Confidence Matters! (Rosabeth Moss Kanter, Confidence , 2004, pg. 39) ,[object Object],[object Object]

Anxiety ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Winning Streaks (Rosabeth Moss Kanter, Confidence , 2004) ,[object Object]

The New Paradigm ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

How it all fits together ** Assessment for Learning Differentiated Instruction Sound Grading & Reporting

Writing Scenario ,[object Object],[object Object],[object Object],[object Object],**

Feedback Black & Wiliam, 1998 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

On the Edge of Improvement (Dr. Carole Morreale, "Leadership For Gifted Education", IAGC graduate course, March 2000, Northwestern University) ,[object Object]

Effective Feedback (Jay McTighe & Ken O’Connor) ,[object Object]

Descriptive Feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Assessment FOR Learning D. Royce Sadler & Assessment Training Institute ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Trig.

Assessment FOR Learning D. Royce Sadler & Assessment Training Institute ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Intended Learning Outcomes Formative Assessment Differentiated Instruction **

Effective Feedback Dylan Wiliam ,[object Object]

Two Important Themes ,[object Object],[object Object]

Your Report Cards! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],WHY? **

The BIGGEST Idea! ,[object Object],[object Object]

Keeping an Open Mind? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],**

Quotes you’ll never hear in other professions ,[object Object],**

At Issue… ,[object Object],[object Object],[object Object]

Our “Traditional” system ,[object Object],[object Object]

(2) Tasks v. Outcomes Paradigm Test ,[object Object],[object Object],[object Object],[object Object]

The New Paradigm ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],**

3 Grading Practices that must STAY!

Grading Practice to ADD ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Prior Knowledge Matters Most? (Ken O’Connor – 15 Fixes for Broken Grades ) Amount of Learning Duration Pam Roger Gwen Bob

Question (10 min.) ,[object Object],[object Object],[object Object],[object Object],**

3 Grading Practices that must STOP!

Grading Misrules ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Stop! ,[object Object],[object Object],[object Object]

[object Object],NO Grades for Practice

Why No Grades for Practice? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Questions ,[object Object],[object Object],**

NO Late Penalties ,[object Object]

Why No Late Penalties? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What’s in a Grade? (Ministry of Education in British Columbia) ,[object Object],**

2 Challenges (Ken O’Conner – “How to Grade for Learning”) ,[object Object],[object Object],**

Possible Solutions? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Why No Zeros? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Ex. “Jason’s Grades” 75 61 56 63 58 60 Now add a “O” to the Grade Book 0 X – Without the “75”, the grade is 59% (3% impact) 9 % Impact! ** 62 % 53 % 1 more “0”? 46%

Can I shoot a Basketball? 49 100 ** Fri. Thurs. Wed. Tues. Mon. 10 10 10 8 5 0 4 2 0 0

Zero…the ultimate weapon! (Thomas Gusky, “0 Alternatives”, Principal Leadership , October 2004; 5, 2) ,[object Object],**

Central Tendency ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Descriptive Feedback & Sound Grading

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