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How Formative Assessment and Standards-based Grading Are Motivating Our Students and Increasing Achievement
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Purpose:
1)Participants will learn how our high school has progressed from traditional grading and assessment to a student-centered philosophy that is motivating our students to succeed.
Purpose:
2)Participants will understand the process the staff embarked upon and how this philosophy shift has improved student achievement and motivation.
Outcome:
That you will examine your current grading and assessment practices and decide whether the proposed changes make sense for your practice.
Dansville SchoolsDemographics and Structure:
Rural school, central to community
870 K-12 students; 53 teachers35% free and reduced lunch 1 Secondary principal, 1 Assistant Secondary principal, 1 Elementary principal, 1 HS counselor
How It All Started…HS team attended a Carol Commodore Leadership Series about how to reach unmotivated learners.
District teams attended a 3-part series called “Building Classroom Assessment Literacy” by Carol Commodore.
Not Just Another PD
What does/should a grade mean?
What does it communicate to students? To staff? To parents? To colleges?
Assessment Dilemma
Consider the following example:
Who Do You Want Packing Your Parachute?
3 students are taking a course in how to pack a parachute.
A. Davies, Making Classroom Assessment Work, 2000
Packing a Parachute…The class average is the dotted line.
Student #1: Started well, but didn’t finish well.
Packing a Parachute…Student #2’s scores are erratic.
It’s hard to predict how he will perform.
Packing a Parachute…When scores are averaged in the traditional fashion, students 1 & 2 passed the course, and student 3 failed.
But……
Packing a Parachute…Only Student 3 demonstrated consistent & reliable success in packing his parachute by the end.
Packing a Parachute…
Again.... Who Do You Want Packing Your Parachute?
If you are with a team, you may want to take a moment to reflect on and share
out about this approach to assessment.
“What we know today doesn’t
make yesterday wrong; it only
makes tomorrow better.”
PROCESS*STEP ONE: ESTABLISH CLEAR LEARNING TARGETS.
Teachers developed student-friendly learning targets based on the Common Core Standards.
Clear Learning TargetsMust be written in student-friendly language (“I can” statements).
Must be attainable.Must share what it looks like when a standard is reached
Impact of Clear Learning TargetsLearning focused on the most enduring standards.
No secrets, as students know EXACTLY what they are expected to learn.
Increased transparency and improved communication to focus parent support.
Teacher’s Practical ExampleClear targets come in three parts in many of our classes: 1) Students receive the “Unit Plan.”List of guaranteed assignments with each connected to the clear learning target (CLT) listed on the back.
Students see the CLTs several times per unit to self-assess their own understanding on a 0-4 scale.
Teacher’s Practical Example2) For formative assessments, students “grade” and ask questions (often graded in colored ink).
The teacher either gives a score on the 0-4 scale so students know their standing on the CLTs or they get descriptive feedback and then the student marks their score.
Teacher’s Practical Example3) Students track formative assessments on their “tracking sheet” and keep a running record of the scores.
If students don’t see improvement on their tracking sheets, they know exactly which CLTs to study before the summative assessment.
Unit Plan
Unit Plan
Sample Formative Assessment
Impact of Clear Learning Targets - Naomi
PROCESS
*STEP TWO: DEVELOP COMMON ASSESSMENTS BASED ON CLEAR LEARNING TARGETS.
Teachers who teach the same classes must work together to develop QUALITY common assessments.
TIME TO TALK1.Reflect on your current practice
as it relates to clear learning targets.
2.Share with a colleague where you are in this process (CLTs and aligned Common Assessments).
3.What progress has your school made toward the development of CLTs and common assessments?
PROCESS
*STEP THREE: INCORPORATE STUDENT SELF-ASSESSMENT AND TRACKING WITH FORMATIVE ASSESSMENT SYSTEM.
Self-AssessmentLinked to clear targets and formative assessments.
Gives the students a way to reassess their status on the CLTs and helps them develop goals to improve.
Students use scoring charts and writing assignments for goal setting.
Impact of Self-Assessment - Zach
Research to Support Self-TrackingIn Dec/Jan 2010 Educational Leadership article “When Students Track Their Progress”, Robert Marzano shared that having students record their scores on a chart after taking each interim assessment and following their progress over time brings about 32 percentile-point gains in achievement.
Tracking Sheet Example
Self Assessment Example
Tracking Sheet by Standard
Guided Notes by Standard
PROCESS*STEP FOUR: EVALUATE TO CHECK FOR AND PROVIDE TRAINING TO ENSURE IMPLEMENTATION OF A BALANCED ASSESSMENT SYSTEM
Cannot take for granted a common language of assessment . Ongoing training is provided for all staff.
Common Formative AssessmentsWhiteboards/Clickers, Learning logs, Journals, Quizzes
Quick visual checks – fist to 5 on chest, thumbs up/down/sideways
Anything can be formative– depends on how it’s used. The info from formatives shows students their gaps and informs instruction.
Scoring Rubric for MathI Can Teach Others
4I’ve Got It!
3Not There Yet
2Just Starting
1
Student demonstrates deep understanding of the concepts and procedures by mastery of almost all of the standards outlined in the summative assessment. All algebraic work is neat, complete and almost all correct and all steps are shown. All explanations are coherent and well organized. The correct mathematical language is used.
Student demonstrates understanding of the concepts and procedures by mastery of most of the standards outlined in the summative assessment. All algebraic work is neat, complete and mostly correct with all steps shown. All explanations are coherent and organized with the correct mathematical language.
Student demonstrates partial understanding of the concepts and procedures by mastery of some of the standards outlined in the summative assessment. Algebraic work is neat, somewhat complete and correct with most steps shown. Explanations contain some key elements and may not use some mathematical language correctly.
Student demonstrates little or no understanding of the concepts and procedures by mastery of little to none of the standards outlined in the summative assessment. Algebraic work is neat, but contains many errors in computation and shown steps. Explanations appear unrelated to the problems and have little to no key elements. Mathematical language is used inappropriately.
Assigning a Final GradeSummative Assessments – 90% Work Habits – 10%
Thoughts on Grading: Adrianne
TIME TO TALKTalk briefly at your table about self-assessment and students tracking their progress.
What are your next steps in these areas:
personally?as a school?as a district?
PROCESSSTEP FIVE: EVALUATE GRADING PRACTICES
From the work of Rick Stiggins and ATI: -If we use grades to threaten to fail students, it leads to hopelessness.
-It takes 30-50 encounters of positive engagement with learning to turn around a student with a negative attitude toward learning.
Sample Gradebook (standards)
Impact on Teachers
How This Became a School-Wide Initiative
This was always viewed as a journey that would take time. We are currently starting our sixth year.
Each teacher has had the chance to explore this research at their own pace.
How This Became a School-Wide Initiative
YEAR ONE:Early adopters began experimenting with different grading practices immediately.
They reported out about their action research at every staff meeting for the rest of the year.
How This Became a School-Wide Initiative
YEAR ONE:The books the early adopters were reading were offered to the rest of the staff to read over the summer (no strings attached).
How This Became a School- Wide Initiative
YEAR TWO: After summer reading, more staff changed their grading system to start the school year.
Throughout the year, all implementers shared out at staff meetings.
How This Became a School- Wide Initiative
YEAR TWO: What works wins… more staff were compelled by the anecdotal data and student reaction to the change.
Implementers received very positive feedback from students and parents.
A small group of representatives from each subject area formed an assessment team with an ISD coach.
How This Became A School-Wide Initiative
YEAR THREE:Staff met by department to adopt common grading systems.
Chose to adopt common grading practices with the majority of final grades comprised of summative assessments.
How This Became A School-Wide Initiative
YEAR THREE:The entire staff agreed on policies regarding: retakes, extra credit, late work and cheating.
**Changing grading systems has never been mandated.
New Grading Practices School-Wide
New Grading Practices School-WideZeros: Not used for late work, cheating, missing work. Instead, viewed as incomplete or not enough information.
Late work: not penalized by a reduction in score. Viewed as incomplete until turned in.
New Grading Practices School-Wide
Cheating: affects work habits, but not achievement scores; disciplinary consequences.
Extra Credit: used as extra learning opportunities ; counted as extra assignments.
Grades: based primarily on summative assessments.
New Grading Practices School-WideRetake Guidelines:
*Available on any summative
assessment except for final exams*Retakes only for the
learning targets that were missed
*Several teachers use interviews for retakes.
New Grading Practices School-Wide
Retake Guidelines:
*Before being eligible to retake, students must do “target practice” (demonstrate preparation by getting tutoring, doing extra practice problems, redoing homework, etc.).
New Grading Practices School-Wide
*Students must make an appointment with the teacher within one week of getting the summative assessment back in order to retake.
*The student’s new score replaces the old one.
Retakes -Adrianne
Impact on Students- Travis
How This Became a School- Wide Initiative
YEAR FOUR:Agreed upon our grading policies school-wide. All but the ELA core content area teachers counted summative assessments as 90% of the final grade and work habits as 10% of the final grade. (ELA = 80/20)
How This Became a School- Wide Initiative
YEAR FOUR:All students self-assess regularly in all classes using a common work habits rubric developed by the staff. Students track their progress and teachers record scores in grade book; comprises 10% of students’ grades.
Work Habits Rubric
ONE LAST REFLECTION…Think about your current grading practices and how you incorporate compliance/evaluate work habits.
Which of the grading practices mentioned today make the most sense to you personally?
Which would be most difficult for you/your school to adopt and why?
How This Became a School-Wide Initiative
YEAR FIVE:In Years 4 and 5, several district-wide meetings occurred that allowed for sharing about grading and assessment. (Content Area Curricular Reviews, Aggie Improvement Teams, Book Club)
How This Became a School-Wide Initiative
YEAR FIVE:Several MS and elementary teachers adopted standards-based grading and/or changed other grading practices.
How This Became a School-Wide Initiative
YEAR FIVE:Elementary teachers created clear learning targets aligned to the Common Core Standards in both reading and math.
How This Became a School-Wide Initiative
YEAR FIVE:Worked in grades 6-12 to make PowerSchool a more effective communication tool for parents by adding more formative assessment scores and by detailing CLTs aligned with assignments.
How This Became a School-Wide Initiative
YEAR SIX:One grade level of elementary teachers are piloting a standards-based report card.
Other elementary teachers are running dual grade books to experiment with standards-based reporting.
How This Became a School-Wide Initiative
YEAR SIX:Offered training to newly hired staff about assessment
Will offer district assessment “listen and learn” meetings once per quarter to encourage growth and provide support.
Continue to offer resources (time/books, etc.) as requested.
Impact on Parents – Mrs. Pepper
Impact on Students - Adam
Adam is talking about the difference the grading policy had on his motivation and achievement in Algebra I.
Adam was able to earn a B due to his commitment to retaking the learning targets.
Data Collected in the Classroom
64
66
68
70
72
74
76
78
80
2005/2006 2006/2007 2007/2008 2008/2009 2009/2010
Ave
rag
e T
est S
core
School Year
Algebra I Test - Chapter Five
Series1
70
75
80
85
90
95
2008/2009 2009/2010 2010/2011
Av
era
ge
Te
st
Sc
ore
School Year
Trigonometry Test Unit Two
Series1
68
70
72
74
76
78
80
82
84
86
88
90
2006/2007 2007/2008 2008/2009 2009/2010 2010/2011
Ave
rag
e T
est
Sco
re
School Year
Algebra II Test - Chapter Six
Series1
Impact on Parents- Jan
Impact from Administrative Perspective - Anecdotal
Great for the overall culture of our school.
Students are more hopeful overall, leading to a decrease in discipline referrals related to academic engagement and an increase in graduation rate.
Many teachers have felt rejuvenated by the change.
Impact from Administrative Perspective - Anecdotal
Most parents are enthusiastic about the changes and expect students to take full advantage of retakes, etc.
Students and parents report that the staff truly cares about the success of their students, which has been attributed by several students to the expectation of proficiency.
Impact from Administrative Perspective - Anecdotal
Students are taking ownership of their own learning.
Our graduates are reporting increased confidence in handling college-level content as well as benefiting from knowing how to monitor their learning from tracking learning in HS.
Impact from Administrative Perspective - Anecdotal
As expected from the research, this change has created the biggest wins for the kids who need it most, but ALL students benefit from this focus on proficiency.
Future StepsWe are hoping to implement a standards-based report card in the elementary school next year.
We continue to consider ways to supplement traditional secondary reporting with transcripts that reflect actual proficiency on clear learning targets and work habits.
Lessons LearnedNeeded to develop retake parameters (included here).
Needed to provide detailed ways for students to earn a “4” on the 4-pt scale.
Needed to include more formative assessments in grade book for parents.
Lessons LearnedNeed to provide parent communication often throughout the process.
Need to account for personnel changes each year.
Need to provide time and support for staff to implement, since this is such a significant change.
Acknowledgement/Sources of Help Amber Cross Leah Braman HS Math Teacher HS ELA Teacher [email protected] [email protected] 517-623-6120, Ext. 277 517-623-6120, Ext. 281
Dave Klingbiel Kristen Ream HS Science Teacher Lower Elementary Teacher [email protected] [email protected] 517-623-6120, Ext. 2 517-623-6120, Ext. 246
Amy Hodgson School Website w/Assessment Tab:
Superintendent www.dansville.org [email protected] Many teachers have resources 517-623-6120, Ext. 250 & content on personal
websites you can access through the directory
ResourcesClassroom Assessment for Student Learning – Rick Stiggins, Judith Arter, Jan Chappuis, Steve Chappuis
How to Grade For Learning – Ken O’Connor
Classroom Assessment and Grading that Works – Robert Marzano
ResourcesFormative Assessment and Standards-Based Grading- Robert Marzano
A Repair Kit for Grading – Ken O’Connor
Inside the Black Box – Paul Black and Dylan William
http://weaeducation.typepad.co.uk/files/blackbox-1.pdf
www.assessmentinst.com
What Are The Next Steps For YOU?
You’re welcome to call, email or come visit us at
Dansville Schools.*MIEM registration
available for Educator Site Visits at Dansville Schools in November and February. (Registration is limited. )
Upcoming Event“Measuring Growth Without a
Measuring Tape: What Teachers Need to Consider When Thinking about
Teacher Effectiveness”
A presentation with Sara Bryant,
Measured Progress
Monday, April 15, 2013
1:00 – 2:30 pm EST
Thank You…
•Amy Hodgson and Dansville Schools
•Wayne RESA
•MI Streamnet
•Audience
Future Viewing of Today’s Presentation
DVD version may be purchased through Wayne RESA – Contact Brenda Hose
or
Archived on mistreamnet.com under
“video on demand”
2013- 14 MAC VideoconferenceLooking for your suggestions:
Contact
Dodie Raycraft [email protected]
Terri Portice [email protected]
Lisa Bannon [email protected]
Ellen Vorenkamp [email protected]
Kimberly Young [email protected]
Molly Bruzewski [email protected]
