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Grading to Standards
Bill Connolly – Director for Curriculum & Instruction George Hatziandreou – Supervisor of Mathematics
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GOAL
To provide you with a better understanding of standards based grading.
Why we needed a change?
School in need of improvement
Consistent struggles with math
Lack of consistency among teachers
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Questions we asked ourselves Are we happy with our current
grading practices? (audience/purpose)
Are our grades a good indicator of
student knowledge?
Communicate the achievement status of students to their parents and others
Provide information to students for self-evaluation
Select, identify, or group students for educational programs
Document students’ performance to evaluate the effectiveness of instructional programs
Provide incentives for students to learn
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Purposes of Grading (Guskey)
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Commonly Graded Items Tests Quizzes Reports or projects Portfolios Notebooks or journals Oral presentations Homework completion Homework quality
Class participation Work habits and
neatness Effort Attendance Punctuality of
assignments Behavior and attitude
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Some of the things we tried… New book Revised curriculum Changed assessments Lesson planning - GANAG Sent people to workshops Changed instructional delivery Differentiated instruction Added technology
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Beginning the Process Brought in Jane Pollock The Big Four A well articulated curriculum Planning for delivery Varied assessment (summative vs. formative) Criterion based feedback
Unpack Common Core or state standards to develop a set of “local standards”.
Organize the “local standards” into topics or units. Create a common set of assessments following UbD
that measure depth of knowledge Design a rubric for scoring each assessment to the
“local standards”. Score and use assessments to guide instruction and
learning.
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Creating a Standards-Based System
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Standards Based Courses Phase 1: 2009-2010 and 2010-2011
5 out of 20 teachers Algebra I Geometry Algebra II Honors Pre-Calculus
12 out of 20 teachers Algebra IA Algebra IB
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Standards Based Courses Phase 2: 2013-2014 and 2014-2015
22 out of 23 teachers Honors Algebra I Pre-Calculus Managing Your Personal Finance Foundations of College Math
23 out of 23 teachers Honors Algebra II Honors Geometry Statistics
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The Typical Gradebook Advanced – 100% Proficient – 93% Basic – 85% Not Proficient – 0%
Reassessed to Basic – 77%
Local standards – 90% of grade All other work – 10% of grade
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Creating Assessments Choose a topic
Create a goal for that topic
Think of a way to assess that goal
that will accurately depict the student’s level of knowledge
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Assessment Process Standard Check - primary feedback
Test – broken down and scored by individual standards
Reassessment – required on items where basic
proficiency was not demonstrated on the test
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Changes We’ve Seen
Raised curricular expectations Higher quality responses Personal responsibility Student success Classroom behavior Students learned more…
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Geometry Grades
Year MP Avg. Exam Avg. Difference
2007-2008 traditional
83 68 -15
2008-2009 traditional
84 69 -15
2009-2010 standards
83 86 +3
2010-2011 standards
84 87 +3
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Final Exam Results
Grade Traditional Grading Grading to Standards
93-100 37% 44% 85-92 15% 23% 77-84 15% 19% 70-76 7% 7% 60-69 10% 3%
below 60 17% 4%
Algebra I EOC
Median Scaled Score By Standard
Conc. II Alg. IB Alg. I Hrs. School State % achieving
mastery
Operations on Numbers and Expressions 19 - 20 25 25 - 28 33 - 33 25 - 28 27 - 28 22 - 30
Linear Relationships 19 - 22 27 26 - 27 31 - 35 24 - 27 26 - 27 26 - 33
Non-linear Relationships 21 - 21 27 25 - 27 30 - 34 25 - 27 28 - 27 27 - 38
Data, Statistics, and Probability 22 - 23 23 25 - 25 29 - 30 25 - 25 25 - 28 14 - 30
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Student Feedback
End of Course Student Survey
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Choices % of Total
Math is great for me! 12.2%
I usually do well in math. 24.3%
I do okay. 33.3%
I have to work hard to do well. 15.1%
I have trouble doing well. 15.1%
• What have your experiences in previous math classes been like?
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• How has this class compared to other math classes you have taken?
Choices % of Total % of Lower Skilled
Much better! 54.6% 60%
Somewhat better 33.3% 40%
About the same 9.1% 0%
A little worse 3% 0%
Just awful 0% 0%
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• Do you feel this method of assessment helped you to learn the skills better than you would have under a more conventional grading method?
Choices % of Total % of Lower Skilled
Much better 69.7% 70%
Somewhat helpful 30.3% 30%
No difference 0% 0%
I learned less 0% 0%
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Resources and Contacts Improving Student Learning, One Teacher at a Time; Jane
Pollock Improving Student Learning, One Principal at at Time; Jane
Pollock Feedback, the Hinge that Joins Teaching & Learning; Jane
Pollock Understanding by Design; Grant Wiggins and Jay McTighe Becoming A Great High School;Tim Westerberg Developing Standards-Based Report Cards;Thomas Guskey
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HSPA Advanced Proficient
We typically have 16% of juniors in Honors Pre-Calculus
2008 2009 2010 2011 2012 2013
Math 84/574 93/539 125/542 110/463 125/437 123/389
RV 14.6% 17.3% 23.1% 23.8% 28.6% 31.6%
State 23.4% 23% 24% 25.3% 27.5% 29.1%
Honors Adjustments Teacher initiated changes: 1. Most Standard checks are now being assigned as homework so as to not take up class time yet still providing students feedback as to their progress. 2. More time is being spent going over a test to allow students time to correct their mistakes. 3. More practice problems are being done in class to allow for better mastery of material.
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Honors Adjustments 4. Class data is collected and analyzed after each test to determine the best way to move forward while still providing appropriate time to review or reteach concepts. Larger class issues may be done in class while more individual issues can be done during tutorial or Got Math. 5. More class time will be spent reviewing homework which will allow for tutorial time to take on a bit of a different structure.
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Honors Adjustments Administrator initiated changes: We are in the process of looking for a better way to
report non-proficient scores. We would like for them to show up in the gradebook as not-proficient, but not have a grade associated with them until after the reassessment due date. We are having trouble making that happen in the computer program, Genesis, so we are working with the company to find a solution.
A summative assessment will be conducted at the end of the semester to determine the effectiveness of standards based grading, as it is currently structured, in Honors Algebra II. All decisions will be made based on data at the end of the semester.
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