What DOES that grade mean? February 15, 2011 PTO meeting

Contact Information: Casey Silbaugh, IB Coordinator x3021

Vision/Mission Revised, 12/09 Students at HP will graduate as caring, curious, confident, and college-ready young people who have respect for multiple cultures and perspectives. Teachers at HP will design standards-based challenging learning experiences enriched through technology, community partnerships and personal projects. Staff at HP will foster meaningful and personalized relationships preparing students for global citizenship.

Personal Connection Turn and talk.. How were you graded? What did you learn? What did you retain? What was expected of students? Parents? Teachers? What kinds of skills could you get by with and which ones did you NEED?

Great Teacher Think of an example of a great teacher (in school, on the job, in a workshop, at the gym, a family member or role model) What were the qualities of that teacher that stand out? How did you know that you were learning (evidence)? What learning have you retained?

Compare/Contrast: Think about your own adult learning… Traditional Work modeltaught values of work world Influenced by ideas of class (blue vs. white collar) Based on averages; often students penalized for mistakes Teachers used individual understanding to grade Grades based on subjective qualities (likability, effort) Expectations based in teachers mind Promotion based on effort, attendance and age (Carnegie Units) Standards-based Learning model Students are not penalized for learning Teachers must be highly qualified, must use informed, professional judgment All students can achieve at high levels (if they want) Assesses against a stable standard More data-driven; scientific, precise Promotion based on Mastery

Game Day Metaphor Performance-based Assessment (Arts, Athletics, etc.) Practices lead up to the Game. You have to be present for the practice to learn what is essential. Practice is where you learn what will be required to demonstrate in the Game in a lower risk environment. Performers take responsibility for the learning because they understand the stakes and the purpose. The Game is real. Cant be played again. (Although, some skills might come up again in other games.) After the Games and during practices, coaches and players reflect and evaluate what needs to change. Real rewards. Both intrinsic and extrinsic.

What does this mean for students? Students HAVE to do the work. Students need to turn in their best representation of their understanding. They should try to take ownership of the learning practice to proficiency or independent skill. Students should feel better about the amount of risk (lowered). Understand that it might take one student longer than another depending on strengths/weaknesses. Look for growth by comparing to the rubric or standard and own selfnot others.

What would standards-based assessment look like? Look at this picture… Like a doctors visit: MD assesses symptoms to make a diagnosis. Evaluate understanding and level of proficiency based on evidence Use a rubric to define expectations ahead of time Grade = summary of levels of achievement (not the same as an assessment)

What types of assessment will you see? Formative = feedback for students (take advantage low risk, low stakes) Shouldnt be in the grade book Summative = summary of skills or content (game day, do your best, higher risk, high stakes) Should have at least 2 opportunities to demonstrate the learning

Some Positives of Standards-based Fairness Provides clear expectations to students about how to meet standards. Based on the belief that no one has to get low grades. Doesnt penalize students for learning information before they are proficient. Not averaged grades; highest demonstration is counted. Precision Grades should reflect skill level, not other qualities (like effort). Ensures all students can do the skills before moving on (not as much social promotion). Allows all to see where the real issue exists (more precise diagnoses).

Alberta Written Test for Drivers License: 17/20, 85% required to pass (Ken OConnor webinar, 2/2/11) 1 st : 10/20 = 50% 2 nd : = 27/40 = 13.5/20= 67.5% 3 rd : = 45/60 = 15/20 = 75% 4 th : = 64/80 = 16/20 = 80% 5 th : = 84/100 = 16.8/20 = 84% 6 th : = 104/120 = 17.3/20 = 86.5%

What might it look like in the Grade Book? Not based on point values 0-4 point rubric IB criteria = depends on the subject area Multiple standards assessed on one test or project PURE Standards-based: No formatives entered into the grade book (This means that there isnt a lot of cushion.) Standards listed, not assignments or tasks

Grade book example (Ideally): What is this students overall grade? 1 (Final: 3 )2 (Final: 3 )3 (Final: 2?)4 (Final: ? ) Test 1: ¼Test 1: 2/4Test 1: 1/4 Project 1: ¾Project 1: 2/4 Presentation 1: 3/4 Test 2: 2/4Test 2: ¾

These issues are part of what HP is working on… Ken OConnor (an expert on grading and reporting) says… 5 grading challenges: Late assignments Missing work/zeros Academic Dishonesty Reassessment Homework

More challenges of new system Traditional report cards = still have to average/use old 100-pt scale Social promotion still in effect Culture of students = Work model, not learning model All have to realign expectations Dont throw out baby with the bathwater Values still needed (e.g. discipline, hard work, etc.) Feedback on affective behaviors will be given differently.

Mrs. Boyds Reflection Leadership class How the culture is still not there Need students to take responsibility for their learning

How can you help your students succeed? Help students to take ownership of their learning. Have them access Student Assistance. Ask them to teach you what they learnedmake connections. Access Parent Assistance. Stay informed of grades. Dont enable behavior that is not leading to students goals. Be patient. Ask questions. Dont assume. We are trying to make changes that benefit students. Establish good communication with the school and other families. me! in order to ask questions or set up an appointment to get more

Questions?