Learning and Teaching Frameworkcaflnforum.ca/.../2016/05/CAfLN-Grading-and-AfL-Ken-Oconnor.pdf · 14.02.2013 · Learning and Teaching Framework Use DI Approaches/Strategies Backwards

© Ken O’Connor, 2016

What we know

The knowledge of

those involved.

What practioners

know

What is known

The knowledge

from theory,

research and best

practice

New knowledge

The new

knowledge that

we can create

together through

collaborative work

Learning and Teaching Framework

Backwards Design

Determine Key Assessments

Engage Students

Universal Design for Learning

(UDL)

Use DI Approaches/Strategies

Engage Students

Opportunities for

Practice without

Grading

Productive Pedagogy

Formative Assessment

Provide Quality Descriptive

Feedback

Involve Student Self-Assessment

Triangulate Data - Observations,

Conversations, Products

Use Student Evidence

Reflect, Record, Analyze, Plan

Self-Reflective Practice - what

worked? what didn't?

Understand Essential Learning

(Enduring Understandings & Performance Skills)

Set Criteria

Determine Quality

Student Work

Summative

Assessment

Record Keeping - Outcome

Based Gradebook

Determine Grades -

Professional Judgement

Report Card Comments -

Strengths/Challenges/Next Steps

Communicating Learning

Provincial Report Card

Principals and

Vice-Principals

Instructional Leadership

Resource Guidance Teacher Leaders

Middle Leaders Teachers

Professional

Learning

STAGE 1

STAGE 2

STAGE 3

STAGE 4 STAGE 5

STAGE 6

15


Fixes for Broken Grades Fixes for Practices That Distort Achievement 1. Don’t include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievement. 2. Don’t reduce marks on “work” submitted late; provide support for learner. 3. Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in higher level of achievement. 4. Don’t punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement. 5. Don’t consider attendance in grade determination; report absences separately. 6. Don’t include group scores in grades; use only individual achievement evidence. Fixes for Low Quality or Poorly Organized Evidence 7. Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals. 8. Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations. 9. Don’t assign grades based on student’s achievement compared to other students; compare each student’s performance to preset standards. 10. Don’t rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments. Fixes for Inappropriate Grade Calculation 11. Don’t rely on the mean; consider other measures of central tendency and use professional judgment. 12. Don’t include zeros in grade determination when evidence is missing or as punishment; use alternatives, such as reassessing to determine real achievement or use “I” for Incomplete or Insufficient Evidence. Fixes to Support Learning 13. Don’t use information from formative assessments and practice to determine grades; use only summative evidence. 14. Don’t summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement. 15. Don’t leave students out of the grading process. Involve students; they can—and should—play key roles in assessment and grading that promote achievement.

16


MB Senior 1 ELA Standards of Performance!

Student:

ACHIEVEMENT EVIDENCE

Standards of Performance

Assessments

Summ

ary

10/1 Test

10/15 PA

11/7 PA

11/18 PA

12/8 PA

12/17 Test

Strengths, Areas for Improvement/ Observations

Preparing to Learn

3 (17/20) 3 3 3 3

(17/20) 3

Making Meaning 1 NA

Responding to Texts

2 (15/20) 4 2 2 2

(15/20) 2

Managing and Organizing Ideas and Information

4 (19/20) 4 4 1 4

(19/20) 4

Composing, Revising and Presenting

1 2 3 4 4 (20/20) 4

Working as Community 3 NA

Comments: Subject Grade 3? One Standard of Performance – Monitoring Language Learning – has not been included here. 20


Stiggins, et al, Classroom Assessment for Student Learning, ETS, Portland, OR, 2004, 289

Fix #7

21


Fix #7

22


HS Mockup-2 � EMA � 2/14/2013

Student Name ID Grade Counselor Term Period End Date School Year April May 111111 10 Staci Fischer 4 June 7, 2013 2012-2013

Period / Term(s) Course Teacher Term 1 1234 English 4 Davis 1 2 3 4

Overall Grades B B B B

Achievement Standards

Reading Informational Text MAS MAS MAS MAS Reading Literary Text MTS MTS MTS MTS Writing MTS MTS MTS ADV Language MAS MAS MAS MAS Speaking and Listening MTS MTS MTS MTS

CRL Standards

Independence & Initiative M M M M Work Completion & Work Habits NI M NI M Cooperation & Participation M M M M Absences 4/M 2/M 12/NI 1M

2 1234 Anatomy / Phys Warren 1 2 3 4 Overall Grades C C B C


Organization of Living Systems BEG BEG ADV ADV Matter and Energy ADV BEG ADV BEG Interdependence BEG BEG BEG ADV Scientific Writing ADV MTS MTS MTS Reading Scientific Texts MTS MTS MTS MTS Scientific Writing APP APP ADV APP

CRL Standards


3 1234 �� Weller 1 2 3 4 Overall Grades A B A B


Vocal Performance MAS MAS MAS MAS Music Reading MTS MTS MTS MTS Musical Concept Analysis ADV ADV ADV ADV

CRL Standards


4 1234 Spanish 2 Wallace 1 2 3 4 Overall Grades A B A B


Communication MAS MAS MAS MAS Knowledge of Culture & Viewpoints MTS MTS MTS MTS Language (Vocab, Conjugation, etc.) MTS MTS MTS ADV

CRL Standards


Period / Term(s) Course Teacher Term

5 1 Basic Compt 2 Mr. Richmond 1 2 3 4 Overall Grades A A


Typing MAS MAS Application Management MTS MTS Basic Skills MTS MTS

CRL Standards

Independence & Initiative M M Work Completion & Work Habits NI M Cooperation & Participation M M Absences 4/M 2/M

5 24 Algebra Intermed Reed 1 2 3 4 Overall Grades A A


Number and Quantity MTS MTS Interpreting and Building Functions MAS MAS The Real Number System MTS MTS Linear, Quadratic, & Exponential Models MTS MTS Statistics and Probability ADV ADV

CRL Standards

Independence & Initiative M M Work Completion & Work Habits M M Cooperation & Participation M M Absences 2/M 1M

5 4 Auto Service 1 Veverka 1 2 3 4 Overall Grades B


Mechanics MAS Functional Skills MTS

CRL Standards

Independence & Initiative M Work Completion & Work Habits NI Cooperation & Participation M Absences 12/NI

6 13 Algebra Intermed Reed 1 2 3 4 Overall Grades C C


Number and Quantity MTS MTS Interpreting and Building Functions MAS MAS The Real Number System MTS MTS Linear, Quadratic, & Exponential Models MTS MTS Statistics and Probability ADV ADV

CRL Standards

Independence & Initiative M M Work Completion & Work Habits M M Cooperation & Participation M M Absences 2/M 1M

SOUTH MEDFORD HIGH SCHOOL 1551 CUNNINGHAM AVE MEDFORD OR 97501

TO THE PARENT / GAURDIAN OF:

APRIL MAY 123 MAIN STREET MEDFORD OR 97501

Grade Report Medford School District 549C

Medford, Oregon

The purpose of this report card is to communicate with parents and students about the achievement or progress toward established learning goals. Grades reflect how well students have met these goals in each class, indicating areas of strength and areas where additional time and effort are required.

Fix #7

26


TASK METHOD(S) STRATEGY(IES) SCORING TOOL ASSESSORROLE PLAY Practice(s) Performance Ass't Performance Rubric self/peerQUIZ(ZES) Paper and Pencil Selected Response Marking Scheme TeacherBROCHURE Draft Performance Ass't Product Rubric peerBROCHURE Near Final Performance Ass't Product Rubric self/peer

Sample Assessment Plan

Formative Assessment for Unit 1

Summative Assessment for Unit 1

TASK METHOD(S) STRATEGY(IES) SCORING TOOL ASSESSORROLE PLAY Performance Ass't Performance assessment Rubric TeacherTEST(S) Paper and Pencil Selected & Constructed Reponse Marking Scheme TeacherBROCHURE Performance Ass't Product Rubric Teacher

Fix #13

58


11121005.3A 2

Figure 9.2 Deciding What to Keep Track of, What to Report, and How to Report It

SUM TOTAL OF EVERYTHING STUDENTS DO IN SCHOOL/CLASSROOM Diagnostic and Practice Events

• In-class work: exercises, problems, tasks

• Homework that is for practice

• Trial, feedback, and revision

• Quizzes and other formative assessments

SELECTION OF MOST VALUED ITEMS FOR REPORTING PURPOSES Academic Progress

• Learning gains • Improvement over time • Specific strengths and areas

needing work

Skills of Independence and Cooperation

• Work habits • Attendance • Cooperation/Group skills • Homework completion • Organization skills • Behavior • Academic honesty

SELECTION OF ACHIEVEMENT ITEMS FOR GRADING PURPOSES

• Periodic assessments • Final exams and papers • Reports/Projects • Culminating demonstrations of

learning

Track (Teacher and/or Student) Track & Report Record & Grade

Source: ATI


Continuums for Grading

Getting Started with Sound Grading Practices | 00.00.00

9

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Source: Pearson ATI, 2013 – Used with permission 89


Grading/Reporting Reflections

Reflect on what you have learned and consider the grading and reporting practices in place in your classroom, school and/or district.

Getting Started with Sound Grading Practices | 00.00.00

10

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Source: Pearson ATI, 2013 – Used with permission 90

Documents

Learning and Teaching Frameworkcaflnforum.ca/.../2016/05/CAfLN-Grading-and-AfL-Ken-Oconnor.pdf · 14.02.2013 · Learning and Teaching Framework Use DI Approaches/Strategies Backwards