The document summarizes a presentation about improving high school grading practices for the 21st century. It discusses moving away from traditional grading that focuses on tasks and quantity towards a system focused on learning outcomes and quality. Key points include using formative assessment to provide descriptive feedback, differentiating instruction, eliminating ineffective practices like no late penalties or zeros, and a case study of one school that saw failing grades drop after implementing new practices.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
High School Grading for the 21st Centuryguest878956f0
This session will describe the process Princess Margaret Secondary School undertook in order to collectively move toward grading practices that are fair, reasonable, and look to build student confidence. Specifically, this session will detail: (1) Three of the most ineffective grading practices that distract high school teachers and distort student grades, and why they should be stopped immediately, (2) The staff development model that Princess Margaret used in order to develop staff fluency with the new practices being implemented and capacity to ensure effective implementation, and 3) Some of the roadblocks & challenges school's might face (and overcome) when they undertake a similar process. In addition, participants will be introduced to the background research used to support the introduction of these more effective grading practices. School- and classroom-based examples will also be provided.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
High School Grading for the 21st Centuryguest878956f0
This session will describe the process Princess Margaret Secondary School undertook in order to collectively move toward grading practices that are fair, reasonable, and look to build student confidence. Specifically, this session will detail: (1) Three of the most ineffective grading practices that distract high school teachers and distort student grades, and why they should be stopped immediately, (2) The staff development model that Princess Margaret used in order to develop staff fluency with the new practices being implemented and capacity to ensure effective implementation, and 3) Some of the roadblocks & challenges school's might face (and overcome) when they undertake a similar process. In addition, participants will be introduced to the background research used to support the introduction of these more effective grading practices. School- and classroom-based examples will also be provided.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
1. High School Grading for the 21 st Century Tom Schimmer District Principal School District 67 (Okanagan-Skaha) Penticton, BC [email_address] www.slideshare.net/tschimmer
58. 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%
59. Can I shoot a Basketball? 49 100 ** Fri. Thurs. Wed. Tues. Mon. 10 10 10 8 5 0 4 2 0 0
65. Number Of Failing Grades Princess Margaret Secondary School ** 2007/08 2006/07 2005/06 192 300 321 334 292 2004/05 Final Mark Term 4 Term 3 Term 2 Term 1 Year
66. Number Of Failing Grades Princess Margaret Secondary School ** 2007/08 2006/07 118 291 265 272 215 2005/06 192 300 321 334 292 2004/05 Final Mark Term 4 Term 3 Term 2 Term 1 Year
67. Number Of Failing Grades Princess Margaret Secondary School ** 2007/08 104 248 193 198 160 2006/07 118 291 265 272 215 2005/06 192 300 321 334 292 2004/05 Final Mark Term 4 Term 3 Term 2 Term 1 Year
68. Number Of Failing Grades Princess Margaret Secondary School ** 36 53 40 33 5 2007/08 104 248 193 198 160 2006/07 118 291 265 272 215 2005/06 192 300 321 334 292 2004/05 Final Mark Term 4 Term 3 Term 2 Term 1 Year
69. Number Of Failing Grades Princess Margaret Secondary School ** 36 53 40 33 5 2007/08 104 248 193 198 160 2006/07 118 291 265 272 215 2005/06 192 300 321 334 292 2004/05 Final Mark Term 4 Term 3 Term 2 Term 1 Year