1. Transforming Grading Robert Marzano
 At the end of these two days I will give you a grade I will base it on how timely you are arriving, your level of cooperation in the workshop with me and other colleagues, and whether or not you get done what I ask.  Part of the grade will be on your understanding or the book and your answers to the essential questions.  How is that for a deal?
Summer 2009

2. How we will work together today
1.  Respectfully - like each of us are the student or the teacher we would love to have in class.
2.  Like we have a challenging topic that doesn't have one right answer.
3.  First as a whole group than in study groups who will report back to the group and eventually to the district.   (group sign up sheets are on the wall make your choice throughout the morning remember the guidelines)

3. Big Idea
Providing effective feedback to learners increases their achievement in the desired goal by 37 percentiles.
The better the feedback the more the student gain.

4. Self Reflection Question What is the purpose of grading?
Assessing whether the students understand
Student accountability
Feedback
See if students can apply their knowledge
Reporting to parents
Teacher effectiveness/self-assessment
Tool for motivation
 Driving instruction
Ranking
State Reporting
College entrance
 Student self-evaluation
Placement
Provide AIS/Sports

5. Goals Outcomes Common purpose for grading
Common purpose for grading
Grading practices that align to the purpose
 Learn about research on effective grading practices
Each building/ department identify a common purpose.  
Each buidling/department identify common grading practices.
Consider ways we can make inital changes toward more effective grading practices inour classroom.

6. Your grading practices
Independently - about 15 minutes
Give an example of ten  grades for two students  in your class, (high and low)  and an eleventh grade that is the quarter grade.
Write a description of:
     how you give grades (points, % rubrics) for a single grade
     what factors impact a grade positively or negatively
     how you weight grades during the quarter
     how you determine a final grade
Group  by  Elementary/ Middle and Middle/High 6-8 per group to discuss, choose facilitator and reporter.  Report out similarities and differences.
    

7. Similarities Differences

8. Do your grading practices align to your purpose for grading effectively?   What is working and what is not?

9. Key vocabulary
Essential content standards: Broad statements that indicate what all of the students should be able to do by the end of the grade. (Big Ideas)
Content standard benchmarks: broad statements which indicate what all students need to know or be able to do at a given point in time, in progressing toward proficiency. (Content & Skills)
Content standard rubrics: performance levels for proficiency in the essential content standards.
Scoring Guides: define proficiencies for specific assignment.
Performance standards levels: definition of what a student knows or is capable of doing as indicated on a given rubric or scoring guide.
discuss meaning connect to UbD/district initiatives

10. Essential Questions Session 1 – pages 1-10 Silent Read and Discussion
Why are grading practices such a volatile subject for educators, parents, and students?
 What are grades really for?
 Do we need to reconsider our current grading practices and reporting systems?
 How do we have buildin wide and department wide discussions?
Introduction - this book requires a level of effort
You need answers to these questions by buidling

11. Summary of findings Elementary Middle High
Middle
High
Three columns for each level. make connections to alignment and changes from building to building

12. Study Groups Guidelines
1.  Each building must be represented in each group
2.  Be prepared to explain the research behind your topic.   Prepare a typed document to post on the wiki.
3.  Design a grading policy that effectively supports and implements your topic and explain how it impacts each  level;  Elementary, Middle, and High.  Prepare a typed document for each level to post on the wiki.

13. Study Group Choices
Group 1:  What should be included in grades - pages , 65-69
Group 2:  Point system  - pages 40-47
Group 3:  Rubrics - pages (see appendix)
Group 4:  Calculating the final score pages

14. Study Groups Report out

15. Clarity of purpose helps determine ingredients of grades.
Academic Achievement
Effort
Behavior
Attendance
Subject specific: If standards based, how can teachers specify content to a level for appropriate grading?
Thinking and reasoning: Are these graded separately or part of subject specific content?
General Communication: to what degree are writing, speaking, and technology included in grading?
Participation: how is class participation assessed and graded/ What is the criteria for high level? Should participation be part of grading?
Completion: If students do not complete their work how are they graded? Do you award zeros for incompletes? How is completion calculated into grades? Should it be?
Following rules: Is compliance to routines and procedures part of grading? If so how is it measured? Should it be?
Teamwork: To what degree is teamwork of cooperation included in grades? Should it be?
Absenteeism: Is attendance part of your grading? Should it be?
Tardiness: is punctuality a component of your grading? Should it be? If so, how is it graded?
Four main areas teachers include in grading
discuss how they fit and issues related to grading these topics

16. Did we answer any of those tough questions?l
label tasks in grade book to link to learning outcomes.
Determine how to record records without including effort/behavior/attendance
How will you record those things but not incorporate them into the final grade. (And why?)
Discussion of Weighting
The role of homework