Stonewall Middle School IB grading

"If you wanted to make just one change that would immediately reduce student failure rates [and improve teaching and learning], then the most effective place to start would be challenging prevailing grading practices.“ - Douglas B. Reeves

How do you get ready for the Big Fight? Sparring Running Punching Bags Sit-ups Push-ups Weight-lifting Footwork Studying your opponent Let’s begin by identifying who is this man. Does anyone know? Muhammad Ali: bigger boxer of all times. If you are Muhammad Ali’s coach, how do you help him get ready for the Big Fight? Audience intervention Display some “formative” activities that would help M.A. win the fight Clarify that training would be formative (informal or formal) and the Big Fight is the summative assessment (formal) Same thing applies to students…

Should we average times? London 2012 Olympics World Records Gold Medals Should we average times? Do we count qualifying races against finals times? Should we average ALL competition times to come up with a “swimmer score”? Do we assess/record their times during training and practice? If a runner stumbles during a race do we take away medals/records?

Why do this to our students? %

So how do we change this system? Before: Add EVERYTHING up and divide by the total number of grades We find the Average NOW: Grades are placed into 2 categories: Formative Assignments (Process) Summative Assignments (Product)

Before: Grade-book

NOW: Grade-book Formative - Process Summative – Product

NOW: Grade-book 20% 80% Formative - Process Summative – Product

Formative Assignments - Process These are PRACTICE assignments Class-work, Homework, Exit Slips, Bell Work, Class activities, Processing assignments, Labs, Vocabulary Worksheets, Quizzes . . . Teachers will give FEEDBACK to students so that they can improve the skills being assessed at the end of the unit Should NOT weigh as heavy as the end of the unit assessment Counts for 20% of the unit grade

Formative Assignments

Summative Assessment - Product This is the END OF THE UNIT ASSESSMENT Test, Essay, Short response, Project, Analysis . . . Teachers will build the skills necessary for success throughout the unit with the formative assignments. This is where students show where they are with the skills Counts for 80% of unit grade

Summative Assessment

Summative Assessment – Product ALL summative assessment can be re- taken or made-up Must be re-taken within ONE WEEK after getting back the assessment Will be graded on a rubric – given at the beginning of the unit Rubric will be based on the IB criterion for that subject area

IB Criterion for Individuals and Societies (Social Studies) A. Knowing and understanding In order to reach the aims of individuals and societies, students should be able to: i. use terminology in context ii. demonstrate knowledge and understanding of subject-specific content and concepts through descriptions, explanations and examples. B. Investigating i. formulate a clear and focused research question and justify its relevance ii. formulate and follow an action plan to investigate a research question iii. use research methods to collect and record relevant information iv. evaluate the process and results of the investigation.   C. Communicating i. communicate information and ideas using an appropriate style for the audience and purpose ii. structure information and ideas in a way that is appropriate to the specified format iii. document sources of information using a recognized convention. D. Thinking critically i. discuss concepts, issues, models, visual representation and theories ii. synthesize information to make valid arguments iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining values and limitations iv. interpret different perspectives and their implications.

IB Rubric - 8-7 6-5 4-3 2-1 Criteria A: Knowing and Understanding   8-7 6-5 4-3 2-1 Criteria A: Knowing and Understanding The student uses a wide range of Progressive Era terminology accurately and appropriately, and demonstrates detailed knowledge and understanding of actions leading to reforms thorough descriptions, explanations, and examples. The student uses relevant Progressive Era terminology accurately and demonstrates good knowledge and understanding of actions leading to reforms through descriptions, explanations, and examples. The student uses some Progressive terminology appropriately and demonstrates knowledge and understanding of actions leading to reforms using simple examples. The student makes a limited attempt to use some Progressive Era terminology and demonstrates basic knowledge of actions leading to reforms using some examples. The student does not reach a standard by any of the descriptors. Criteria D: Critical Thinking The student makes detailed connections between information presented in class and researched to make a valid and well-supported argument about how an individual or group can effectively lead to reform. The student makes connections between information presented in class and researched to make a valid argument about how an individual or group can effectively lead to reform. The student makes simple connections between information presented in class and researched to make a simple argument about how an individual or group can effectively lead to reform. The student makes a limited connection between information presented in class and researched to make a limited and simple argument about how an individual or group can effectively lead to reform.

Summative Assessment Only the Summative Assessment will be graded using the IB rubric PWC grade of A-F IB grade of 1-8

What does the future hold? Next year ALL core classes (Math, Science, Social Studies, and Language Arts) will adopt this grading system in 6th, 7th, and 8th grades. 2015-2016 – all classes at Stonewall Middle will adopt this grading system.