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Let’s Get It Done
Session Four: Standards-based Reporting
Our Framework
The MMSD Framework is based on three fundamental concepts:
student engagement, learning and relationships are equally important;
systematic, district-wide supports are critical; and a collaborative culture in which adults share
responsibility for all students is essential.
MMSD Framework
“the primary purpose for grading … should be to communicate with students and parents about their achievement of learning goals.”
Brookhart, S., Grading, Pearson Merrill Prentice Hall, Columbus, OH, 2004
“By … offering separate grades for different aspects of performance, educators can provide better and far more useful information (than single grades that include achievement and behaviors).”
Guskey and Bailey, Developing Grading and Reporting Systems for Student Learning, Corwin, 2001, 82
Items that we will explore
Click on the links below to go to that area
The current report card draft Accommodations, modifications, and differen
tiation Formative and summative assessments Trend scores and grades Some possible computer time The End
The Report Card
Exploring the
Current Draft
MMSD Mission
The mission of the Madison Metropolitan School District is to assure that every student has the knowledge and skills needed for academic achievement and a successful life.
The Report Card Draft
Questions to ponder as you peruse the draft:
– What information do I use to report out to parents in order to clearly communicate student understanding?
– What additional evidence of student learning do I need to gather?
Turn and talk to the people at your table. Record your thoughts on the report card draft to
provide feedback on the post-survey.
Academic Performance Level Rubric Draft
This is a general academic rubric. Content specific rubrics will be created from
this base document. Comments and feedback are welcomed.
How can the rubric be adapted for your specific content area(s)?
Back to the selection screen
Forward to the next section– Accommodations, Modifications, and Differentiation
Accommodations, Modifications, and Differentiation
Special Education
How do we make accommodations and modifications for students with special needs?
John HarperSpecial Ed. Program Support Teacher
John HarperSpecial Ed. Program Support Teacher
John HarperSpecial Ed. Program Support Teacher
Accommodations: Changes in the way instruction is provided or in the way a student is expected to respond.
What accommodations have you implemented in your classroom?
John HarperSpecial Ed. Program Support Teacher
John HarperSpecial Ed. Program Support Teacher
Grading Students with Disabilities
If students are working on the same curricular goals and
Are expected to become as proficient as peers
. . .Then the student should receive a trend score or letter grade.
Remember: It is not permissible to lower or alter a grade when students receive accommodations.
John HarperSpecial Ed. Program Support Teacher
Modifications:Significant changes in content or level of curriculum taught
When is it appropriate to use Modified Expectations (ME)?
How might this impact communication of student understanding with parents?
ESL and Bilingual Students
How do we scaffold learning for ESL and Bilingual students?
Silvia Romero-JohnsonBilingual Program Support Teacher
Silvia Romero-JohnsonBilingual Program Support Teacher
Silvia Romero-JohnsonBilingual Program Support Teacher
ESL and Bilingual Reporting
How might we separate content learning from language acquisition in reporting?
Welda SimousekTalented & Gifted Coordinator
Differentiation for the Talented and Gifted
What opportunities can you provide students to move them to the next level of learning?
Back to the selection screen
Forward to the next section– Formative and Summative Assessment
Formative and Summative Assessment
Formative Assessment
Formative assessments are “designed to provide direction for improvement and/or adjustment to a program for individual students or for a whole class.”
O’Connor, Ken, Guidelines For Grading Which Supports Learning And Student Success, Online Journal, Classroom Connections International, Courtenay, BC 2003
Formative Assessment Action Question #1
A student shows a 3 or 4 level of performance on a standard in a pre-assessment or an early formative assessment.
– What might this tell you about the student?– What additional information might you need to
gather?– What accommodations might you make to your
curriculum to help this student grow and not stagnate?
– Who might you collaborate with to achieve these goals?
Formative Assessmentand the Final Grade
“The thrust of formative assessment is towards improving learning and instruction. Therefore, the information should not be used for assigning “marks” as the assessment often occurs before students have had full opportunities to learn content or develop skills.”
Manitoba Education and Training, Reporting on Student Progress and Achievement: A Policy Handbook for Teachers, Administrators, and Parents. Winnipeg, 1997, 9
Summative Assessment
Summative assessments are “designed to provide information to be used in making judgments about a student’s achievement at the end of a sequence of instruction.”
O’Connor, Ken, Guidelines For Grading Which Supports Learning And Student Success, Online Journal, Classroom Connections International, Courtenay, BC 2003
The need for multiple attempts
Any one assessment can inaccurately portray a student’s level of understanding. Thus it is important to give multiple assessments measuring student understanding of a standard.
Assessment: Bias and Distortions
Student issues:– Reading skills– Emotional upset– Poor health– Test taking skills– Evaluation anxiety
Problems that can occur with the setting:– Physical conditions – light, heat, noise, etc.
Problems that can occur with the assessment itself:– Directions lacking or unclear– Poorly worded questions/prompts– Insufficient time
Adapted from Ken O’Connor, How to Grade for Learning PPT, 2004
Issues Related to Specific Assessment Strategies
Problems with multiple choice tests:– More than one correct response– Incorrect scoring key– Incorrect bubbling on answer sheet
Problems with essay questions:– Writing skills– Scoring criteria lacking or inappropriate– Inaccurate scoring
Problems with performance assessment:– Scoring criteria lacking or inappropriate– Inaccurate scoring
Adapted from Ken O’Connor, How to Grade for Learning PPT, 2004
Formative Assessment Action Question #2
A student is consistently showing the same low level of performance in all the formative assessments for a particular standard.
– What might this tell you about the student?– What additional information might you need to gather?– What accommodations might you make to your
curriculum to help this student grow and not stagnate?– Who might you collaborate with to achieve these
goals?
Formative and Summative
Formative and summative assessments can be interchangeable tools.
The difference between the two assessments is:– in the purpose for which the information is being
gathered and – in how that information is ultimately used.
Homework
Extends the learning time. Is relevant and customized.
Provides additional practice.
Promotes communication between home and school.
Back to the selection screen
Forward to the next section– Trend Scores and Grades
Trend Scores and Grades
Parachute Exercise
Four students enroll in a parachute packing course. Each has seven opportunities to correctly pack a parachute. The four students must each earn 60% or higher out of 100% in order to achieve mastery.
Parachute Exercise
0102030405060708090
100
1st T
ry
2nd Tr
y
3rd Tr
y
4th Tr
y
5th Tr
y
6th Tr
y
7th Tr
y
Student AStudent BStudent CStudent D
Parachute Assessment
Student A - Reached mastery on four tries.– Range of scores 40-90– Mean = 70
Student B - Reached mastery on four tries.– Range of scores 40-95– Mean = 70
Student C - Reached mastery on four tries. – Range of scores 40-95– Mean = 70
Student D - Reached mastery on five tries.– Range of scores 40-65– Mean = 59
Reflections …
1. Which student would you choose to pack your parachute? Why?
2. Which student(s) would pass/fail packing a parachute if grading was based on the mean? (passing = 60%)
3. Is there a difference in the answers you provided for questions 1 and 2? Why?
Activity adapted from O’Connor, Ken, How to Grade for Learning, 2002
Trend Scores
Click image to play
“Teachers must look for consistency in the evidence they’ve gathered. If that evidence is consistent across several indicators and a student’s scores or marks are fairly uniform, then deciding what grade to assign is a relatively simple task.
If the evidence is not consistent, however, then teachers must look deeper and search for reasons why. They must also face the difficult challenge of deciding what evidence or combination of evidence represents the truest and most appropriate summary of the student’s achievement.”
In such cases we recommend three general guidelines:
1. Give priority to the (most) recent evidence;
2. Give priority or greater weight to the most comprehensive forms of evidence (e.g. rich performance tasks like inquiry-based research);
3. Give priority to evidence related to the most important learning goals or standards.
Adapted from O’Connor, Ken, How to Grade for Learning PPT, 2004Originally adapted from Guskey and Bailey, Developing Grading and Reporting Systems for Student
Learning, Corwin, 2001, 141-142
You don’t need to use all the scores!
“Educators generally recognize learning as a progressive and incremental process. … If at any time in the instructional process students demonstrate that they have learned the concepts well and mastered the intended learning goals, doesn’t that make all previous information inaccurate and invalid? Why then should such information be “averaged in” when determining students’ grades?”
Guskey, T.R, “Computerizing Gradebooks and the Myth of Objectivity,” Kappan, 83 (10) June 2002, 777-778
Power Standard Performance Levelsand Letter Grades
Click image to play
The “Sandbox”
All middle school teachers will have access to the IC “Sandbox” to explore the standards-based capabilities of Infinite Campus.
Note: The Sandbox is not connected to IC and thus will not affect your regular IC grade book.
We invite any and all interested teachers to try out the new standards-based capabilities and track the achievements of one class in the “Sandbox.”
Feedback will be gathered later in the fourth quarter.
Link to Additional Resources
Available at: http://dww.madison.k12.wi.usTeaching and Learning
Middle School Report Cards
Resources include:– Grade book templates– Professional learning resources including copies of the
DVDs and this presentation– A list of most middle school courses with standards and
learning skills
Ask your T&L resource teacher for any content specific resources that might be available.
Back to the selection screen
Forward to the next section– The End
Brought to you by:– Teaching and Learning – Educational Services
Special thanks to:– Media Services – Printing Services– Ken O’Connor
The End
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