ASSESSMENT PRACTICES IN THE CLASSROOM Lessons from teachers diving into research-based strategies Christie Santodomingo, Science, IMS Holly Stipe, Language Arts, IMS NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image.

Lessons from Mr. D’s Classroom: A Training Video... Lessons from Mr. D’s Classroom:

Steps for Implementing Meaningful Change Read a little bit: Guskey, Dueck Decide what to do. Plan for it: Imagine how the change might happen. Select a population of kids to study. Choose how we will measure the impact our work is having on kids. Decide how we will share our findings. Go for it!!!!! “When it comes to classroom tests, we too often send the message to students that they must get it right the first time. If we reflect at all on the tested content, it is by telling students what they should have done once the testing is over. Yet in nearly every other area of the real world, we embrace and celebrate mastery through repeated effort.” – Myron Dueck in Grading Smarter Not Harder First, a zero is seldom an accurate reflection of what a student has learned or is able to do (Raebeck, 1993). Obviously, if the grade is to represent how well students have learned, mastered established learning standards, or achieved specified learning goals, then the practice of assigning zeros clearly misses the mark. Second, the effect of assigning zeros is greatly magnified if combined with the common practice of averaging scores to attain students’ overall course grades. - From Guskey “Zero Alternatives”

Decide What To Do 1. Develop Guiding Principles: Grades describe a student’s current academic proficiency. Success Indicators describe skills that support academic proficiency and are reported separately. 2. Determine “Low Hanging Fruit” Remove non-academic work from my grading criteria (e.g. extra credit that doesn’t measure academic proficiency, penalties for turning work in outside of work acceptance window) Remove ZERO from grades given Skyward “buckets”: 75% Summative, 25% Process (Stipe) 100 % Summative (Santodomingo) 3. “WICC” Success Indicators To be Taught, Measured, and Reported

WORK HABITS INITIATIVE COLLABORATION CITIZENSHIP QUALITY - COMPLETENESS PUNCTUALITY INITIATIVE SELF-ADVOCACY - REFLECTION PERSISTENCE COLLABORATION TEAMWORK - PARTICIPATION INCLUSION CITIZENSHIP INTEGRITY - CONDUCT - RESPECT

Plan for It

PLAN FOR IT

What It Can Look Like in a Classroom

How Will We Measure Impact On Kids Student Goal Setting - Self-Reflection - Reporting through Skyward “Taking initiative improved my grades a lot this year and retakes made my knowledge improve.” –C. Park “Good work habits keep me more organized. When I look into my planner it reminds me of stuff to do.”–G. Chaney “My work habits have improved. Prior to this year, my planner was never up to date. Now it is.” –B.Wiedermen According to 120 7th grade IMS students who were surveyed, 100% said that learning to take initiative had a positive impact on learning and achievement and 87% said that good work habits had a positive impact on their learning and achievement.

Student Self-Assessment On-Line Tool Google Form Paper Tool

TEACHER GRADEBOOK VIEW

TEACHER VIEW OF COMMENTS 303 3-Work Habits, consistently comes to class prepared and produces quality, complete, on-time work 304 2-Work Habits: Sometimes comes to class prepared. Sometimes produces quality, complete, on-time work 305 1-Work Habits: Rarely comes to class prepared. Rarely produces quality, complete, on-time work

Student Facing Report Card

Student Facing Report Card

Resources This link takes you to “Assessment Practices” Folder in Google Drive: https://drive.google.com/drive/folders/0B4ezof8gutK4NlV4LVd1aENveVk?usp=sharing