Parallel Assessmentsand

Standards Based Grading

Ellen Mihm Former 7th/8th Grade Science Teacher at Bloomer Middle School Current Curriculum and Assessment Consultant at CESA 10

My History with Standards-based Assessment

Students advancing to the next grade without having mastered important science objectives

Students passing with a “D”: What did they really know?

Students not able to be successful in the next unit because they hadn’t mastered the material of the previous unit

Students letting learning happen to them - not taking ownership of their academic life

As a teacher, I became frustrated with:

My History with Standards-based Assessment Options

So in the mid to late 1990s, I began experimenting with: Retesting opportunities No “D’s Assessment by Objective, Alternative Options (Jim

Schmitt: Eau Claire School District) New Principal

Provided additional Support Pilot work: PEAK Learning System Consultant Additional training for teams

Traditional AssessmentsSample Test

Section 1: T/F 10 pts

Section 2: Multiple Choice

30 pts

Section 3: Essay 10 pts

Total 50 pts

An Enlightening Analogy:

Traditional AssessmentsSample Student Scores

Points Possible

Points Earned

Points Earned

Section 1: T/F 10 pts 7 pts 7 pts

Section 2: Multiple Choice

30 pts 20 pts 25 pts

Section 3: Essay 10 pts 3 pts 3 pts

Total 50 pts 60% 70%Which part of the assessment tested the most important information?

What if students missed the most important multiple choice questions?

Traditional AssessmentsChange to Driving Test

Points Possible

Points Earned

Points Earned

Section 1: Steering 10 pts 7 pts 7 pts

Section 2: Braking 30 pts 20 pts 25 pts

Section 3: Merging onto an uncontrolled intersection

10 pts 3 pts 3 pts

Total 50 pts 60% 70%Now is it OK to earn 20/30 (67%) of braking points?

Is it OK to earn 3/10 points in section three (uncontrolled intersection)?

New Approach to Learning and Assessment Assess and require mastery of the most important

concepts Hold students accountable to a high standard of

learning Allow students multiple opportunities to

demonstrate their learning

Return to driving example: Steering, Braking, & Merging

A on steeringB on brakingNot Yet on Merging

License only after earning a “B” on merging

Interesting to Note

The assessment system that we all grew up with was developed 100 years ago for 7% of the population. Now we are required to educate 100% of the population and make sure that we leave no child behind.

Grading for 8th Grade Science

90% Assessments7% Homework3% Lab Maintenance

Parallel Assessment Elements

Same Objectives Same Alignment Same Difficulty Level Same Basic Components and Structure Different Questions (unless addressing factual

recall) Objectives assessed individually

1994-2004 Peak Learning Systems

Sample Science Assessment

Practice Test Test 1Name: Hour:

Practice Test: Density Objective 1: Density Vocabulary Directions: Write the name of the correct system for the function stated. Word Bank: chemical property matter compound physical property density scientific property immiscible volume mass weight 1. ___________________________ The amount of space occupied by something. 2. ___________________________ How one kind of matter behaves when it is brought into

contact with another kind of matter. 3. ___________________________ The mass of a known volume of a substance. 4. ___________________________ A measure of the force of gravity. It is measured in

newtons. 5. ___________________________ A measure of the amount of matter in something. 6. ___________________________ Everything in the universe is made of this. 7. ___________________________ This can be measured without changing the type of

matter. 8. ___________________________ Describes liquids that are unable to mix together (be

dissolved in one another).

Objective Performance 1 A A- B NY 2 A A- B NY 3 A A- B NY 4 A A- B NY

A: 8/8 B: 7/8 NY

Name: Hour:

Test 1: Density Objective 1: Density Vocabulary Directions: Write the name of the correct system for the function stated. Word Bank: chemical property matter compound physical property density scientific property immiscible volume mass weight 1. ___________________________ How one kind of matter behaves when it is brought into

contact with another kind of matter. 2. ___________________________ The amount of space occupied by something. 3. ___________________________ A measure of the force of gravity. It is measured in

newtons. 4. ___________________________ A measure of the amount of matter in something. 5. ___________________________ This can be measured without changing the type of

matter. 6. ___________________________ Describes liquids that are unable to mix together (be

dissolved in one another). 7. ___________________________ Everything in the universe is made of this. 8. ___________________________ The mass of a known volume of a substance.

Objective Performance 1 A A- B NY 2 A A- B NY 3 A A- B NY 4 A A- B NY

A: 8/8 B: 7/8 NY

Science Assessment Continued

Test 2 Test 3Name: Hour:

Test 3: Density Objective 1: Density Vocabulary Directions: Write the name of the correct system for the function stated. Word Bank: chemical property matter compound physical property density scientific property immiscible volume mass weight 1. ___________________________ How one kind of matter behaves when it is brought into

contact with another kind of matter. 2. ___________________________ The mass of a known volume of a substance. 3. ___________________________ The amount of space occupied by something. 4. ___________________________ A measure of the amount of matter in something. 5. ___________________________ Everything in the universe is made of this. 6. ___________________________ A measure of the force of gravity. It is measured in

newtons. 7. ___________________________ Describes liquids that are unable to mix together (be

dissolved in one another). 8. ___________________________ This can be measured without changing the type of

matter.

A: 8/8 B: 7/8 NY

Name: Hour:

Test 2: Density Objective 1: Density Vocabulary Directions: Write the name of the correct system for the function stated. Word Bank: chemical property matter compound physical property density scientific property immiscible volume mass weight 1. ___________________________ This can be measured without changing the type of

matter. 2. ___________________________ The mass of a known volume of a substance. 3. ___________________________ A measure of the force of gravity. It is measured in

newtons. 4. ___________________________ How one kind of matter behaves when it is brought into

contact with another kind of matter. 5. ___________________________ Everything in the universe is made of this. 6. ___________________________ A measure of the amount of matter in something. 7. ___________________________ The amount of space occupied by something. 8. ___________________________ Describes liquids that are unable to mix together (be

dissolved in one another).

A: 8/8 B: 7/8 NY

Corrective Loop: Test TicketName: Period: Density Assessment Test Ticket

Obj. #

Objectives Test 1 Test 2 Test 3 Practice

Test Corrected

Work Completed

New Assignment OK

1 Density

Vocabulary A A- B NY A A- B NY A A- B NY

Density Review Worksheet

Flash Cards Peer Practice Peer Initials

2 Density

Calculations A A- B NY A A- B NY A A- B NY

Density of Solids 2, Density of Liquids, Density of Gases

Worksheets

Density Calculation Test Practice Worksheet

3 Density

Procedure A A- B NY A A- B NY A A- B NY

Student Sheet 2.1, Student Sheet 2.3, Student Sheet 4.1 Density of Liquids

WS

Test Ticket Practice Page Objective 3

4 Density/ Floating

A A- B NY A A- B NY A A- B NY Student Sheet 3.1, Homework

Sheet 3

Summary Paragraph for practice test page

4

Test 1 Date: ______________________ Parent signature after Test 1:_______________________________________ Test 2 Date: ______________________ Test 3 Date: ______________________ Alternate assignments for test 3: __________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________

Rubric Based AssessmentScience Research Project: Connecting the Properties of Materials in an Object to Its Function

Name: ________________________ Science Class: _________________ English Class: _________________

Rubric for Properties Anchor Activity Outline A ___ Function of the object is detailed and specific ___History of the object is specific and tells the “story” of the object ___History of the object includes place of origin, time period or date, and inventor (if known) ___All object parts are included and correct (minimum of 4) ___Function of each part is detailed and correct ___Material/s for each part is specific and correct ___At least 3 correct properties are listed for the material of each part ___Properties relate directly to the function of object material ___The most important properties for each material have been identified ___At least 5 different materials are identified overall ___At least 10 different properties are identified overall ___No incorrect properties are listed for a material ___Outline is formatted correctly with no more than 2 minor problems B ___ Function of the object is detailed and specific ___History of the object is specific ___History of the object includes place of origin, time period or date, and inventor (if known) ___All object parts are included and correct (minimum of 3) ___Function of each part is detailed and correct ___Material/s for each part is specific and correct ___At least 3 correct properties are listed for each part ___Properties relate directly to the function of object part ___Most of the important properties for each material have been identified ___At least 4 different materials are identified overall ___At least 8 different properties are identified overall ___No incorrect properties are listed for a part ___Outline is formatted correctly with no more than 4 minor problems C ___ Function of the object is detailed and specific. ___History of the object includes place of origin, time period or date, and inventor (if known) ___Major object parts are included and correct (minimum of 2) ___One function of a part may be incorrect ___One material may be incorrect ___At least 2 correct properties are listed for each part ___Properties relate directly to the function of object part ___At least 3 different materials are identified overall ___At least 6 different properties are identified overall ___Outline is formatted correctly with no more than 5 minor problems or 1 more serious formatting

error

NY

Unit Design

Determine target objectives: limit to essential and important (Aligned with district and state standards/benchmarks)

Determine how students will show that they have mastered these objectives

Develop Distributed Practice Plan Review objectives from previous units Develop current unit incrementally Determine objectives to be carried into

the next unit Develop parallel assessments Develop closure activity Develop instructional unit activities

Backwards Design

Density Unit

Standard:D.8.1 Observe, describe, and measure physical and chemical properties of elements and other substances to identify and group them according to properties such as density, melting points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests.

Name:

Hour:

Learning Targets for Density Unit

Learning Targets

Targets I’ve Mastered Date: Date: Date:

1. I can match the following words to the correct definitions: a. Chemical property b. Density c. Immiscible d. Mass e. Matter f. Physical Property g. Volume h. Weight

2. I can calculate density to the correct decimal place (based on significant figures) for :

a. a rectangular prism b. an irregularly shaped solid c. a liquid d. a gas

3. I can describe how to find the density of the following in the lab: a. a rectangular prism b. an irregularly shaped solid c. a liquid d. a gas

4. Given the densities of several liquids and a solid object, I can correctly: a. show how liquids with different densities would layer in a

graduated cylinder.

b. show in which layers the solid would sink and where it would float

c. show how much of the solid would be above and below the surface of the liquid in which it floats

Learning Targets

Ideal Unit Calendar

Practice tests

distributed

Closure

Practice tests

distributed

Closure

T1Practice

tests distributed

T2

T3

Key: Unit A Unit B Unit C

28 Practices over 3 weeks

Reality: My Unit Calendar

Assign Practice Test

Check Practice Test T1

T2

T3

Assign Practice Test

Key: Unit A Unit B Unit C

Grade Book and Final Grading•Standards-based grading software not available to me•Entered each learning target as an assessment

•Grade (A, B, NY) was entered, but was not active until after Test 2•Grades: A=100, B=85, NY=0

•Final grade was calculated based on:•Assessments: 90%•Daily Work: 7%•Lab Maintenance: 3%

•Students could work on improving any grade until end or grading period, sometimes gave incomplete to allow a student more time

Difficulties Workload

Working with a teaching partner helps

Start small Professional development time

Parent Concerns Communication Important Administrative Support Student success alleviates

Upper Level Concerns Transition to Traditional System Communication and Education Compromise

Benefits of the Extra Effort Students

Mastery of objectives Increased motivation Positive environment Ownership of learning

Teacher Facilitator of Student

Learning Student Appreciation Fulfillment

Some Helpful Resources Books: Amazon Links

http://www.amazon.com/Classroom-Assessment-Student-Learning-Institute/dp/0132685884/ref=sr_1_1?s=books&ie=UTF8&qid=1398112659&sr=1-1&keywords=classroom+assessment+for+student+learning

http://www.amazon.com/How-Grade-Learning-K-12-OConnor/dp/1412953820/ref=sr_1_1?s=books&ie=UTF8&qid=1398113668&sr=1-1&keywords=how+to+grade+for+learning

om-Grading-Robert-Marzano/dp/0871203839/ref=sr_1_1?s=books&ie=UTF8&qid=1398112862&sr=1-1&keywords=transforming+classroom+grading

http://www.amazon.com/Classroom-Assessment-Student-Learning-Institute/dp/0132685884/ref=sr_1_1?s=books&ie=UTF8&qid=1398113745&sr=1-1&keywords=classroom+assessment+for+student+learning

http://www.amazon.com/gp/product/1412940877/ref=ox_sc_act_title_5?ie=UTF8&psc=1&smid=ATVPDKIKX0DER

Training Opportunities PEAK: Performance Excellence for All: http://www.teachingforexcellence.com/ CESA 10 Instructional Services Consultants