1. Grading Practices for Students with Disabilities Trudie Hughes, Ph.D.

2. Student Performance What personal biases or opinions do you have that might influence your judgments of student performance????

3. “I see many of you anticipated a pop quiz today.”

4. Purposes for Grading (King-Sears, 1997 To measure progress toward the achievement of identified goals. To assure that students have mastered specific content To identify certain students for special programs or courses To provide information for planning To motivate student to continue to perform well or to perform better To compare performance to that of other students

5. Concerns in Grading Assigned grades have different meaning to teachers, school counselors, parents, and students Teachers’ concerns about standards of performance for students with accommodations Classroom teachers’ concerned that inclusion of students with disabilities in their classroom might result in decreased standards for all students

6. Concerns Cont. In the 1990s research in secondary schools found 60% students with disabilities were graded using the same criteria as their peers without disabilities Most students with disabilities are passing their courses, but receiving much lower grades than peers without disabilities High percentage of students with LD who received poor grades over a period of time, drop out

7. Common Assessment Accommodations Timing Extended time Alter time of day Administer test over several sessions and days Allow frequent breaks Presentation Audiocassette Reading test aloud Large print Repeated directions Sign language assistance Braille Magnification Setting Small-group administration Hospital administration Study carrel Separate room Homebound Response Dictate to scribe Sign language assistance Braille writer Word processor

8. Grading Options Letter/Number Grades Most common method Does not accurately convey the feedback for areas of improvement and how much a student has learned Progress Checklists Contain criterion related goals assessing students at a starting point Provides feedback to parents & students on progress Can be time consuming Contracts Provide feedback on what goals are accomplished Does not provide feedback when unsuccessful in reaching goals Work Samples Accurately displays progress and product but may not show precise growth in process By itself, will not give a student direction for improvement – need input from teacher

9. Grading Options Cont. CBAs Directly assess mechanical skills (rote facts, rules, sequences), tests basic skills not concepts Effectively show progress by using graphs Mastery Levels Divides content into subcomponents with pretests to create a minimum performance standard and posttests to examine mastery Multiple Grading All grades are averaged together Doesn’t give information on how to improve Portfolios Contains works in progress Focus on meaningful, personal learning goals Rubrics Provide criteria describing student performance at various levels of proficiency

10. Responsibility with Grading Be consistent with school policy Meet the communication needs of the grading process Reflect the theoretical orientation Be consistent with the IEP established for the student

11. Sample Grading Report for a Unit Name Brian Smith Date 1-15-04 Objectives for Experience 2: Comparing the Huang He and Indus River Civilizations ObjectivesPossible Points Points Earned Comments Identify 5 characteristics of the Huang He River civilization 5 32 Identify 5 characteristics of the Indus River Civilization 5 33 Identify 2 characteristics shared by both civilizations 2 2 Name 4 contributions of the Huang He civilization 4 32 Name 4 contributions of the Indus River civilization 4 33 Total20 1412 Grade: 86 % B Bradley, D. F., & Calvin, M. B., (1998). Grading modified assignment equity or compromise? Teaching Exceptional Children, 31, 24-29.

12. Rubrics NoviceEmergingProficientExemplary Points/GradeD 2 pointsC 3 pointsB 4 pointsA 5 points Background of problem and demographics of student, rationale for selecting student Brief explanation of both the problem and student selected Comprehensive explanation of the problem, provides reasons for student selected Includes comprehensive background of problem, demonstrates some knowledge of student’s abilities, provides a rationale for student selection Includes detailed background of problem, demonstrates knowledge of student’s strengths, weaknesses and background information, student selection is based on severe underachievement in this area is documented Description of CBAMissing 3 components of the curriculum based assessment Missing 2 components of the CBA Missing 1 component of the CBA Completion of all components of the CBA and detailed description provided Remediation including objective and criteria for mastery Unclear objectives and criteria are ambiguous, people cannot perform this, not useable, and requires much explanation Objectives are understandable, several errors, unclear on criteria for mastery Objectives are clear and explicit, a few error in writing. People can perform this and understand criteria Objectives and criteria for mastery are clear and explicit, no errors in writing Rationale for selection of strategy and description of strategy Rationale for strategy and description of strategy are severely lacking in information Both components are addressed but both are incomplete One component is completely outlined while other is vague Both components are fully explained and detailed so the reader understands and can implement such approach Data collection including baseline, intervention, and mastery include protocols Missing or incorrect data collection Collection of correct data and listed strategy used Collection of correct data and brief explanation, graphic display of data with few errors Collection of correct data strategy with explanation and comprehensive graphic display of data Description of reinforcement system Provides description but lacks concise directions and clarity Clear and concise but lacks application Clear and concise, can be applied with some directions Clear and concise description, can be applied by an individual with little or no background of the system Reflection: strengths and weakness of the strategy 0 strengths and 0 weakness of process, no detailed description 1 strength & 1 weakness of process, minor description 2 strengths & 2 weaknesses of process, detailed description 3 strengths & 3 weaknesses of overall process, detailed description making reflection clear

13. Guidelines for Writing Multiple-Choice Items 1. Write the stem so that it presents a complete question or problem. 2. The stem should be sufficiently clear that the learner could generate the correct answer even if it were not provided. 3. Avoid using negative questions or statements in the stem or responses. 4. Avoid placing grammatical cues that suggest the correct alternative in the stem. 5. Write the correct response first, then generate between two and four reasonable alternatives. 6. Write alternative responses of roughly equal length. 7. Avoid using “none of the above” or “all of the above.” 8. To assess higher-order thinking, write items that require students to identify metaphors or to answer questions about an extended, detailed scenario or problem. 9. Avoid establishing a pattern of responses. 10. Proofread all items carefully. 11. Place the entire item (stem and al alternatives) on the same page.