1. Standards Based Grading in the Classroom Part 2 - Assessing Student Performance Kim Lackey, Denise Pahl, Julie Weitzel Rockwood School District Eureka, Missouri http://eurekaworldlanguage.wikispaces.com/home

2. What was your take-away from yesterday? / What is your experience with Standards Based Grading? ●What are the “Standards” for your curricular area? ●What should count in a grade / What should grades reflect? ●Strategies for participation, homework, cheating, late work, low-quality work ●Managing Reassessments ●Gradebook categories that support Standards Based Learning / Grading

3. Unit Planning What will be the focus? What will be assessed? How will it be assessed? Which standards will be addressed? How will culture be interwoven? What resources do we need? (Beyond the textbook…) What are our objectives? What does this look like in the “real world”?

4. How will it be assessed? How will students demonstrate what they know and are able to do? What will excellence look like? What essential skills are necessary for success? What will they learn by completing the assessment? How will I provide students with feedback about where they are in their learning?

5. How can we design a scoring guide that is... gives meaningful feedback to teachers, students, and parents, uses standards-based indicators (advanced, proficient, developing, minimal), unpacks the standards into criteria that reflect essential skills and knowledge (I can statements), and uses a logical/mathematically-sound conversion to percentages that is student, parent, and gradebook friendly and uses a 50- 100 scale?

8. Can confidently move forward Usually AlwaysSometimes / Rarely Rarely / Never Common Vocabulary used on Scoring Guides

9. Best Practices for using Scoring Guides Limit criteria to essential skills only. Share the scoring guides with students in advance! Formative work is key. Students can practice using the scoring guide on a sample assessment. Students can have a voice in the development of the scoring guide. Grade while it still matters. Feedback immediately communicates students’ strengths and weaknesses.

10. Student Reaction to Scoring Guides

11. We apply this same scoring guide format to... Presentational Speaking Assessments Reading and Listening Assessments Interpersonal Speaking and Writing Assessments Vocabulary Assessments Grammar Assessments Cultural Competence Assessments Pronunciation Assessments and more!

12. Today’s Next Steps: See examples of unit plans and understand how different standards are assessed in different units. See some ideas for different types of assessments that might spark ideas for something you could do. See lots of different types of scoring guides and think “outside of the box.” Learn the technical steps for creating this type of scoring guide.

13. Examples of assessments in the context of units from levels II, III, and IV Mi casa es su casa unit – Spanish III Mitos y leyendas unit – Spanish II El cine español unit – Spanish IV

15. Vocabulary Comprehension

17. Scoring Guide

18. Vocabulary Production

20. Scoring Guide

21. Scoring Guide - Long version

22. Interpersonal Writing Prompt: ¿Dónde vives? ¿Cómo es tu hogar? Ideal = Students work in pairs Google Docs - One student creates a Document using Google Docs and shares it with their partner. Google Docs allows students to work collaboratively on the same document and to see the changes their partner makes. Use Bold and Italics to show who is “talking.”

23. Scoring Guide

24. Presentational Speaking - video

25. Scoring Guide

26. Interpretive Viewing Students will watch 4 shorts videos. These have been downloaded from YouTube.

27. Interpretive Viewing: Source, Purpose, and Intended Audience

28. Interpretive Viewing: Supporting Details

29. Interpretive Viewing: Vocabulary in Context

30. Interpretive Viewing: Scoring Guide

32. Grammar Assessment

33. Grammar Scoring Guide

34. Interpretive Reading

35. Interpretive reading: Supporting Details

36. Interpretive Reading Supporting Details

37. Interpretive Reading: Grammar interpretation

38. Interpretive Reading: Meaning from context

39. Interpretive Reading: Main idea

40. Interpretive Reading: Scoring Guide

41. Presentational Writing Escribe “La leyenda del nopal” en tus propias palabras. Usa el pretérito y el imperfecto para narrar en el pasado.

42. Presentational Writing

43. El cine español - Spanish IV

44. Interpersonal Speaking Must have lots of formative practice (daily conversations about high interest topics) Small group conversations, “Speed dating” activity, one-on-one conversations with teacher Work to find solutions to classroom management challenges Goal - conversations with native speakers!

45. Interpersonal Speaking Scoring Guide

46. Pronunciation Assessment

47. Pronunciation Scoring Guide

48. Lifelong Learning Project

50. What about final exams and semester grades? Final Exams should reflect the same scoring categories that students have been assessed on all semester. Don’t just start with the 150 multiple choice questions from last year because they’re already done. Final grades: Should what happened in the beginning of the semester be de-emphasized in favor of more recent evidence of student knowledge/ability?

52. What do I need to know (technically speaking) to create this type of scoring guide? Decide which Standard you will assess. Decide what the Essential Skills are for that standard and the criteria that will be used to assess the essential skills (computation, reasoning, application of content, vocabulary use, elements of design, etc). Decide if you want to weight each criteria the same (1, 2, 3, 4? 1, 2, 3? 2, 4, 6, 8?) Count up the total number of points for the lowest possible score. Count up the total number of points for the highest possible score.

53. What do I need to know (technically speaking) to create this type of scoring guide? Figure how many boxes you need. If it’s a lot, using landscape orientation can help fit it all in. Formula for percentages: · (# of boxes – 1) = X · 50 ÷ X = Y · Subtract Y from 100 and each result to get the percentages. Round off to nearest 10th.

54. What do I need to know (technically speaking) to create this type of scoring guide?

55. Adding performance levels When deciding the cut off for Advanced, Proficient, Developing, and Minimal, you may want to consider what a student needs to get to have each total raw score. For example, if a student has 2 “Proficient” scores and 1 “Advanced” score, their overall score would be “Proficient. ” 3456789101112 50%55.5%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100% MinimalDevelopingProficientAdvanced

56. Let’s create a template!

57. What do I need to know to create this type of scoring guide using Microsoft Word? Microsoft Word - Tables! Distribute Columns - the Equalizer Split and Merge Cells Basic Counting How to follow a formula (or cut and paste)

58. Key Points Let the Standards for your curricular area guide everything that you do with your students! Choose to include assessments of what students know and are able to do in the language in your gradebook. Make unit planning a priority and choose real-world scenarios with logical assessments. Work together and develop your skills and resources over time.

59. What will be your take-away from this morning? Who will you share this with? Unit Planning Scoring Guides - standards based, proficiency indicators, 50-100 scale, conversion to gradebook-friendly percentages, meaningful feedback. Specific Assessment Types Final exams and the end of the semester Creation of scoring guides