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Proficiency-Based GradingProficiency-Based Grading
Adam WilliamsAdam Williams
[email protected]@progradebook.com
Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction
DEFINITIONS:DEFINITIONS:Proficient: well advanced in a branch of knowledge.
giving students grades based on their ability to demonstrate sufficient advancement in a particular topic. The intent is that student grades are tied more closely to what the student knows; achievement more closely matches ability.
Proficiency based gradingProficiency based grading::
Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction
What does it look like?What does it look like?
Students receive grades and feedback on a skill by skill basis.
Progress is promoted through clear Progress is promoted through clear expectations and multiple opportunities.expectations and multiple opportunities.
Students endeavor to demonstrate proficiency in a specific set of skills.
Departure from points and averages
Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction
• Example Report Card:Example Report Card:
Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction
History:History:
Time-Based: Time-Spent = Credit•Carnegie Units
Proficiency-Based: What Student Knows = Credit“You gotta know to grow.”
Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction
Models:Models:•Out of Class:
Students learn topics that might not otherwise be taught in school.
•Prior Knowledge:Students come with prior knowledge, demonstrate proficiency and get credit.
•In Class:
6 Steps to Using Proficiency-6 Steps to Using Proficiency-based Gradingbased Grading
Image: Francesco Marino / FreeDigitalPhotos.net
Step #1Step #1STANDARDSSTANDARDS
Step #1Step #1STANDARDSSTANDARDS
Know your standards Know your standards
Identify the standards for which students will need to show proficiency
UnpackingUnpacking
More specific learning targets for students to focus on. Skills, outcomes, targets?
““Kid Language”Kid Language”
Step #1Step #1STANDARDSSTANDARDS
• Oregon language:Oregon language:• ““Factor quadratic expressions limited to Factor quadratic expressions limited to
factoring common monomial terms, perfect-factoring common monomial terms, perfect-square trinomials, differences of squares, and square trinomials, differences of squares, and quadratics of the form x^2 + bx + c that factor quadratics of the form x^2 + bx + c that factor over the integers.”over the integers.”
• Kid Language:Kid Language:• ““I can factor quadratic expressions completely, I can factor quadratic expressions completely,
including common factors.”including common factors.”
Step #2Step #2LEVELS OF PROFICIENCYLEVELS OF PROFICIENCY
What is proficiency in your course, at your What is proficiency in your course, at your level?level?
What should students be able to do in order for you to say they're proficient in each standard?
How many levels on your proficiency scale?How many levels on your proficiency scale?
Step #2Step #2LEVELS OF PROFICIENCYLEVELS OF PROFICIENCY
• Examples of Proficiency Scales:Examples of Proficiency Scales:
“Make everything as simple as possible, but not simpler. “ - Einstein
• Keep in mind different learner levelsKeep in mind different learner levels
Step #3Step #3SCORING GUIDES and SCALESSCORING GUIDES and SCALES
Step #3Step #3SCORING GUIDES and SCALESSCORING GUIDES and SCALES
Relate scales to levels of proficiencyRelate scales to levels of proficiency
For each skill: What demonstrates “Nearly”? “Proficient”? “Exceeds”?
Numeric ScaleNumeric Scale
Whole points / half points?
Step #3Step #3SCORING GUIDES and SCALESSCORING GUIDES and SCALES
• Example Generic Scoring Scale:Example Generic Scoring Scale:
Adapted from: “Classroom Assessment and Grading That Adapted from: “Classroom Assessment and Grading That Work”, Marzano 2006. Work”, Marzano 2006.
Step #3Step #3SCORING GUIDES and SCALESSCORING GUIDES and SCALES
Scoring Scale with Levels:Scoring Scale with Levels:
Step #4Step #4ASSESSMENTSASSESSMENTS
Step #4Step #4ASSESSMENTSASSESSMENTS
Scoring-scale alignmentScoring-scale alignment
Assignment Rubrics
All scores should be possible an each assessment
DifferentiationDifferentiation
Scoring-scale alignmentScoring-scale alignment
BLOOM’S TAXONOMYBLOOM’S TAXONOMY
http://www.teachervision.fen.com/tv/printables/misc07/BloomsTaxonomyVerbs.pdf
BLOOM’S TAXONOMYBLOOM’S TAXONOMY
Levels for differentiationLevels for differentiation
What level(s) are tasks assessing?What level(s) are tasks assessing?
What about the higher levels?What about the higher levels?
Which levels demonstrate proficiency?Which levels demonstrate proficiency?
Which levels are used in your standards?Which levels are used in your standards?
ASSESSMENT ISSUESASSESSMENT ISSUES
Common assessments?Common assessments?Who'll develop?Who'll develop?
SufficiencySufficiencyWhat will reflect the standards the course covers?What will reflect the standards the course covers?Volume and level Volume and level How much information/data is enough?How much information/data is enough?
Make-ups, Retakes, RetrysMake-ups, Retakes, RetrysAbsences, “bombs”, progress Absences, “bombs”, progress
Step #5Step #5GRADING SYSTEMGRADING SYSTEM
How many standards per term, credit, etcHow many standards per term, credit, etc12 – 16 Per Credit (1 year)12 – 16 Per Credit (1 year)
6 – 8 per half-credit 6 – 8 per half-credit
3 – 4 per quarter-credit3 – 4 per quarter-credit
Percentages and grade scalesPercentages and grade scalesPercentages can be ambiguous, Scales Percentages can be ambiguous, Scales carry meaningcarry meaning
ScoresScores, not points., not points.
Extra Credit.....Extra Credit.....
Step #5Step #5GRADING SYSTEMGRADING SYSTEM
What about “learner skills”?What about “learner skills”?Behavior, attendance, homework, subject Behavior, attendance, homework, subject specific skills. specific skills.
Do these count toward class grade?Do these count toward class grade?HomeworkHomework
All standards = “Proficiency Based Grading”,All standards = “Proficiency Based Grading”,
““Proficiency Referenced Grading”....Proficiency Referenced Grading”....ScoresScores, not points., not points.
LateworkLatework
How many standards are students How many standards are students required to be proficient in to earn credit?required to be proficient in to earn credit?
Step #5Step #5GRADING SYSTEMGRADING SYSTEM
Using 0'sUsing 0's On most scales “Not Proficient” = 0
Does a missed assessment = “Not Proficient”
Use “0” only when evidence supports it
What if a student misses an assessment
Let them make it upLearner skills portionWhat if they don't make it up?
Step #6Step #6TEACHING PATTERNTEACHING PATTERN
Pre-assessPre-assess
Teach content at appropriate levelsTeach content at appropriate levels
Make standards available and obviousMake standards available and obvious
“Today we're continuing to work on....”
Match to your work with standards and scales
Bloom's Taxonomy
Step #6Step #6TEACHING PATTERNTEACHING PATTERN
Frequent, quality feedbackFrequent, quality feedback
Multiple OpportunitiesMultiple Opportunities
Provide ExemplarsProvide Exemplars
Allow students to demonstrate progress
Identify ErrorsRequire Students to Correct ErrorsProvide Correct ResponsesAreas of strength, areas of weakness(Marzano, Pickering, & Pollock, 2001)
OverviewOverview
• Steps 1-5: PrepareSteps 1-5: Prepare– 1. Identify key standards and skills1. Identify key standards and skills– 2. Identify levels of proficiency2. Identify levels of proficiency– 3. Develop your scoring guide/scale3. Develop your scoring guide/scale– 4. Plan for assessments4. Plan for assessments– 5. Grading System5. Grading System
Step 6: Teach your studentsStep 6: Teach your students
GRADING CONSIDERATIONSGRADING CONSIDERATIONSThe power law of learningThe power law of learning
The “Learning Curve”
• Imagine Sally learns according to Imagine Sally learns according to the typical learning curve and has the typical learning curve and has completed three assessments.completed three assessments.
GRADING CONSIDERATIONSGRADING CONSIDERATIONS
Strict Average and the Progressing Student:Strict Average and the Progressing Student:
GRADING CONSIDERATIONSGRADING CONSIDERATIONSIf Sally scored nothing but If Sally scored nothing but
3.5's into the future, how 3.5's into the future, how long until her average long until her average reaches the 3.0 level?reaches the 3.0 level?
Strict average doesn't truly reflect Strict average doesn't truly reflect student progress because it weights student progress because it weights every attempt equally.every attempt equally.
If a student scores a 0, it takes three 4.0's to If a student scores a 0, it takes three 4.0's to move the average up to 3.0move the average up to 3.0
GRADING CONSIDERATIONSGRADING CONSIDERATIONSPower law regression is a better summary Power law regression is a better summary
of student progress (Marzano, 2006)of student progress (Marzano, 2006)
Includes time as a Includes time as a variable.variable.
Earliest attempts are given Earliest attempts are given less weight than more less weight than more recent attempts.recent attempts.
If a student scores a 0, it only takes one 4.0 If a student scores a 0, it only takes one 4.0 to move the summary up...to 4.0to move the summary up...to 4.0
GRADING CONSIDERATIONSGRADING CONSIDERATIONSWhat if students don't fit “the curve” What if students don't fit “the curve”
perfectly?perfectly?
Power-law regression finds the closest fitting curve to summarize student proficiency.
Examples....
““CALCULATING” PROFICIENCYCALCULATING” PROFICIENCY
Per standard: Strict Average, Power Law...Per standard: Strict Average, Power Law...
Taking student's most recent score isn't always best.
Sometimes Power Law is better, sometimes average.
Multiple OpportunitiesMultiple Opportunities
““CALCULATING” PROFICIENCYCALCULATING” PROFICIENCY
Final/Class grade calculationFinal/Class grade calculation
Composite score of proficiency levels
Weighted average of summaries – more important skills are weighted more heavily.
Weighted average is turned into a letter grade.
““CALCULATING” PROFICIENCYCALCULATING” PROFICIENCYMy Final Grade Scale:My Final Grade Scale:
0.0 – 1.75 = F1.76 – 2.25 = D2.26 – 2.75 = C2.76 – 3.25 = B3.26 – 4.00 = A
Marzano Suggests:Marzano Suggests: 0.0 – 1.50 = F1.51 – 2.00 = D2.01 – 2.50 = C2.51 – 3.00 = B3.01 – 4.00 = A
““CALCULATING” PROFICIENCYCALCULATING” PROFICIENCY
Reporting Student ProgressReporting Student Progress
Progress reports should show standards with all results, and proficiency summary
Graphical Reports
PROGRESS REPORTSPROGRESS REPORTS
PROGRESS REPORTSPROGRESS REPORTS
PROGRADEBOOK.COMPROGRADEBOOK.COM
Proficiency-based, online grade book Proficiency-based, online grade book solutionsolution
StandardsStandardsPower law/AveragePower law/AverageReportsReportsCommunicationCommunicationFreeFree
PROGRADEBOOK.COMPROGRADEBOOK.COMStandards Entry and Weighting:Standards Entry and Weighting:
PROGRADEBOOK.COMPROGRADEBOOK.COM Importing State StandardsImporting State Standards
PROGRADEBOOK.COMPROGRADEBOOK.COMProgress ReportsProgress Reports
PROGRADEBOOK.COMPROGRADEBOOK.COMGraphical Progress ReportsGraphical Progress Reports
PROGRADEBOOK.COMPROGRADEBOOK.COMStudent and Parent Online AccessStudent and Parent Online Access
CONCLUSIONCONCLUSION
• Adam WilliamsAdam Williams• [email protected]@progradebook.com
• Power point presentation available at: Power point presentation available at: • http://www.progradebook.com/http://www.progradebook.com/
summer.pptsummer.ppt
ReferencesReferences• Marzano, R. J. (2006). Classroom Marzano, R. J. (2006). Classroom
Assessment and Grading that Work. Assessment and Grading that Work. Alexandria, VA: Association for Supervision & Alexandria, VA: Association for Supervision & Curriculum Development.Curriculum Development.
• Marzano, R., Pickering, D., & Pollock, J. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. (2001). Classroom instruction that works. Alexandria, VA: ASCD.Alexandria, VA: ASCD.
• O'Connor, K. (2007). A repair kit for grading: O'Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: 15 fixes for broken grades. Portland, OR: Educational Testing Service.Educational Testing Service.