11/27/2011rospenda stiggins report cards1 Oh, oh…….

IN THE OLD DAYS….NOWADAYS….  Rank order  High school rank  Valedictorian  Grades sorted the sheep from the goats  Are they ready for college  Are they ready for the workforce?  Are they lifelong learners?  What’s your drop out rate?  What’s your college entrance rate?  What about diversity? 11/27/2011rospenda stiggins report cards2

COMMUNICATOR GRADE MOTIVATOR GRADE  It’s only information  It’s about what they learned, not how well they take tests. ( ivory tower, mr)  Tough kid? Learned a lot?  Weighted grade? Learned a lot?  Good grade- good kid  Bad grade- bad class  Good Grade- smart  Bad Grade- dumb  No homework = F  Mom did work?  Eli?  Robert? 11/27/2011rospenda stiggins report cards3

 Parents like it  It’s easy  Kids Like it (?)  You can hold on to it  Meets your survival need-  Lets you put 10,000 pieces of info into one letter! 11/27/2011rospenda stiggins report cards4

 Can all children learn to understand at a deep level- for them?  Can all children grow from point A to point B  In their own time  Paraplegic marathoner- do they still finish the race?  What is the race in school? Harvard or Life? 11/27/2011rospenda stiggins report cards5

 Achievement  Aptitude  Compliance  Effort  Attitude  The beauty of IEPs (mr) 11/27/2011rospenda stiggins report cards6

 Terms aren’t defined  Which elements are most important  How to assess  Question- Must rules be hard and fast? Always? 11/27/2011rospenda stiggins report cards7

WE WILL YOU WILL  Give you material  Test you  Get you ready for the “real world”  (drug dealing? Mr)  Master the material  Pass the test  Get the grade  Like a sales job- the more you sell the more you make 11/27/2011rospenda stiggins report cards8

PROSCONS  The American way  We all reach the highest potential  The more you learn the better the grade The faster you go, the more you learn Underachievers get motivators (PBIS? mr)  What is the definition of intelligence? Aptitude?  I can’t build a house. Am I dumb?  Underachievers? Background?  What if your label is wrong?  I couldn’t do math, now I teach it. (mr) 11/27/2011rospenda stiggins report cards9

PROSCONS  Americans value effort. (really?, mr)  American dream???  Encourages risk taking  Creativity  “American Exceptionalism”.  Students are great manipulators  Sucking up???? (mr)  Who’s effort?  Is this really just assertiveness?  Gender Bias?  Who controls the discussions? 11/27/2011rospenda stiggins report cards10

 What are we really assessing?  Do we want learning or regurgitation?  Do we know what great effort looks like?  Does everyone have to spend hours to achieve mastery?  What does effort have to do with motivation?  What is your job?  To learn em or teach em? 11/27/2011rospenda stiggins report cards11

 We looked at needs?  We looked at characteristics?  We aligned activities to meet those?  We gave students some say in how to “show what you know?”  Went from External to internal control?  Think of our class? 11/27/2011rospenda stiggins report cards12

PROSCONS  We can’t cheat!  Real life expects compliance  Managing a classroom  We know better than the kids- generally  Compliant classes have a greater level of success  ( don’t confuse this with quiet)  Does punishment work?  Is the accuracy of the assessment diminished?  Blind compliance doesn’t teach discretion as the better form of valor 11/27/2011rospenda stiggins report cards13

PROSCONS  Valued in life  Most effective classroom management tool  Gets acknowledgement to low achievers  Which attitudes are positive  How are they defined?  How do you judge affect?  Robert Kmx 11/27/2011rospenda stiggins report cards14

 What about asking the students?  When kids make up their own consequences…..  What about teaching “cultures”  Street, corporate, world 11/27/2011rospenda stiggins report cards15

 Define your targets  Define your time period  Define what success looks like  Build your grading plan around the instructional plan 11/27/2011rospenda stiggins report cards16

 List the assessments of learning  Make sure you are accurate  Assessments should show how kids are learning  Use multiple types  YOU ARE INVESTIGATING NOT GRADING  For learning not of learning 11/27/2011rospenda stiggins report cards17

 Align them with the information  Use appropriate assessments for particular skills  Reasoning  Knowledge  Understanding 11/27/2011rospenda stiggins report cards18

 Be consistent  Be sequential  Minimize Subjectivity 11/27/2011rospenda stiggins report cards19

 Computer software should let you keep a record of standards achievement  Use the latest info to show the latest progress  Use learning contracts when grading diverse learners  Where did the kid start from?  Connect assessment OF learning with report for learning 11/27/2011rospenda stiggins report cards20

 Cooperative learning grades DON’T show Of learning  Discipline the BEHAVIOR of cheating, not the achievement of cheating  The more you learn the better your grade  If extra credit shows you learned more… not just did more….  Think of our class 11/27/2011rospenda stiggins report cards21

 When in doubt… follow policy (mr)  You can question after you have street cred.  Make sure everyone knows the rules of the game!!!! 11/27/2011rospenda stiggins report cards22