WELCOME PARENTS!Grading and

Assessment at Liberty

Elementary

November 1, 2011

ASSESSMENTAND

GRADING

AC

4 3B

2

E N

REPORT CARDS

CommunicateStudent

Progress

STANDARDS

Statements that describe what

children need to know and

be able to do

“How do teachers determine what to teach?”

VA Standards of

Learning

LCPS Curriculum

Guides

“Once a standard is taught, is there a way to know how well my child learned it?”

Formativeand

Summative

2 TYPES OF ASSESSMENT

Rick Wormeli on Formative and Summative Assessment

http://www.youtube.com/watch?v=rJxFXjfB_B4

One of the first Nationally Board Certified teachers in America, Rick Wormeli brings innovation, energy, validity and high standards to both his presentations, and his instructional practice, which includes 30 years teaching math, science, English, physical education, health, and history and coaching teachers. He has a full resume of publications of books, articles and has appeared on several television shows as an expert in teaching and instruction. He’s called upon as a consultant and has presented teaching practices to school systems in all 50 states and many countries abroad.

Formative and Summative Assessment

The process of gathering information about student achievement to inform instructional decisions (Stiggins)

Assessment for Instruction

Takes place DURING instruction

FORMATIVE

Dry Erase Boards

Activote system

Exit Tickets

Dipsticking

Interactive

Learning

Journaling

EFFECTIVE USE OF FORMATIVE ASSESSMENT

• Use as sources of information for students and teachers

• Follow with high-quality corrective instruction

• Give students multiple chances to demonstrate success

Guskey

Periodic QuizzesFormative or Summative?

Generally taken by students at the end of a unit or semester to demonstrate the “sum” of what they have or have not learned

Assessment of Learning

Takes place AFTER instruction

Summative Assessment

SOL Tests Performance Assessments Open-ended questions Writing responses Classroom projects Tests, quizzes, exams, etc.

16

Types of Summative Assessments

Higher Order Thinking Skills CREATING EVALUATING ANALYZING APPLYING UNDERSTANDING REMEMBERINGLower Order Thinking Skills

Bloom’s Taxonomy

Critical Thinking InitiativeExplicit teaching of Thinking Models integrates the direct

instruction of specific thinking skills into content area lessons. Determining Parts-Whole Relationships Comparing and Contrasting Reasoning by Analogy Decision Making

STEM InitiativeMission: We believe that cultivating active thinking through a

STEM instructional approach will prepare students for their future.

Inquiry-based instruction Many ways of viewing a problem and solution Apply information gained along the way Analyze and explain results 

Teaching Students to Think Hmmm…

• Criteria in level “3” and consistently

mastered standard and apply it as a

whole

• In

depth inferences and applications that

go

beyond

what

was taught

• Uses

Content to create an original idea or

product

4Exceeds

3Met the Standard

• Mastered some of the required content

• Has

not yet

displayed full

mastery

• Recalls the skill/content inconsistently

2Progressing Towards The Standard

• Has not learned the required content or

mastered the required skills

• Needs significant teacher support

• Responses are li

mited and /or incomplete

1Below the standard

Learning Progression Scale

• Criteria in level “3” and consistently

mastered standard and apply it as a

whole

• In depth inferences and applications that go beyond

what

was taught

• Uses

Content to create an original idea or product

4 Exceeds

• In addition to a “3”, partial success at inferences and applications that go beyond

what

was taught

3+

• Consistently

mastered individual skills or content taught

• No

major errors or omissions regarding any information or processes

3 Met the Standard

• No

major errors or omissions regarding details and process and partial knowledge of the

more complex ideas

2+

• Mastered some of the required content

• Has not yet displayed full

mastery

• Recalls the skill/content inconsistently

2 Progressing Towards the Standard

• Partial knowledge of the si

mpler details and processes but

major errors or omissions regarding the

more complex ideas and procedures

1+

• Has not learned the required content or

mastered the required skil ls• Needs signi ficant teacher support• Responses are l imited and /or

incomplete

1 Below Standard

Learning Progression Scale

Learning Progression ScaleWho is the best candidate for a job?

• Requires minimal supervision

• Completes assigned tasks independently

• Steady attendance and always arrives and leaves on time

• Requires some supervision

• Completes some tasks independently

• Occasionally absent or late

• Requires little to no supervision

• Takes initiative to complete tasks at a high level of competency

• Rarely absent and stays late to ensure job completion

• Requires constant supervision and retraining

• Needs assistance to complete tasks

• Frequently absent or late

Can you distinguish 1 through 4?

Learning Progression ScaleWho is the best candidate for a job?

• Requires minimal supervision• Completes assigned tasks independently• Steady attendance and always arrives and leaves on time • Requires some supervision

• Completes some tasks independently• Occasionally absent or late

• Requires little to no supervision• Takes initiative to complete tasks at a high level of competency

• Rarely absent and stays late to ensure job completion

• Needs assistance to complete tasks• Frequently absent or late • Requires constant supervision and retraining

4

3

2

1

4- More Complex Learning TargetIn addition to level 3 extends learning of concept :

transfer to other contexts, demonstrate higher order thinking skills, explain or justify answers…

 3- Learning TargetWhat we expect when students have mastered content or skills 2- Simpler Learning TargetThe knowledge and skills that are building blocks to the level 3 learning

target:new knowledge, developing skills, some independence…

 1-Supportive Learning TargetThe knowledge and skills that are building blocks to the level 2 learning

target: prior knowledge, simpler skills, ability to do with assistance…

The Progression Scales Applied

Learning Progression Scale – Grade 2

Learning Progression Scale – Grade 4

Example First Grade Assessment

Example Grade 3 Assessment

Example Grade 5 Assessment

Understanding my child’s progress

Connecting the Learning Progression Scales to the Report Card

Your child:

Works independently

Listens attentively Participates in class

Seeks help when needed

Completes assigned tasks

Completes homework

Follows school and classroom rules

Follows oral directions

Follows written directions

Demonstrates organizational skills

Manages time wisely

Writes legibly in manuscript

Demonstrates self-control

Works productively in a group

Shows respect for others and their property

KeyO= Outstanding

S= Satisfactory

N= Needs Improvement

LOUDOUN COUNTY PUBLIC SCHOOLSGrades 1 and 2

READING QUARTER

1 2 3 4

Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement)

S

Adjusted Curriculum ( / = in use) Topic Statements

Demonstrates knowledge of how print is organized and read E

Reads assigned sight words M

Develops and expands vocabulary M

Applies phonetic principles P

Uses multiple strategies when reading P

Reads orally with fluency M

Comprehends fiction P

Comprehends non-fiction M

Uses simple reference materials .Reading level: Q1: ON 02: | Q3: Q4:

Progress IndicatorsE = Exceeds Standard M = Meets Standard P = Progressing Towards Standard B = Performing Below Standard

• = Denotes knowledge or skill not assessed at this time

True Standards

Based Report Card

LOUDOUN COUNTY PUBLIC SCHOOLS

GRADES 3,4 and 5 REPORT CARD

READING- Overall Subject Area Grade- Summative

QUARTER

1 2 3 4 Y

B

Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement) S

Adjusted Curriculum ( / = in use)

Comprehends fiction Report Card Topic Statement Indicators 2

Comprehends non-fiction 2

Reads orally with fluency 3

Develops and expands vocabulary in reading 3

Comprehends information in printed and electronic resources to research a topic

2

Reading level: Q1:ON Q2: Q3: Q4

LANGUAGE ARTS1 2 3 4 Y

B

Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement) S

Adjusted Curriculum ( / = in use)

Uses effective oral communication in a variety of settings 2

Learns assigned spelling patterns 3

Plans effectively for writing 3

Expresses written ideas coherently and clearly 2

Revises writing for style and content 2

Edits writing for capitalization, punctuation, spelling, grammar and sentence structure

2

Grading Key Progress IndicatorsA = Outstanding 4 = Exceeds Standard B= Very Good 3 = Meets Standard 2 = Progressing TowardC=Satisfactory the Standard

D = Needs Improvement 1 = Below Standard F=Not Performing

• = Denotes knowledge or skill not assessed at this time

Progress Indicators Show child’s

progress towardsMeeting required

standards

A Grade reflects the “sum” of what students have or have not learned

each quarter

The Learning ProgressionSOL 5.11 &5.12 Geometry (Angles)

Formative- homeworkFormative- oral explanationFormative- in class practice Summative- Angles quiz/test

This process will continue throughout the unit.

The main problem with averaging students’ scores on formative assessments is that averaging assumes that no learning has occurred from assessment to assessment.

Marzano 2006

Students will not be penalized for growth.

Averaging Formative Assessments

The ultimate goal of assessing students is to know how they are doing at the END of the grading period.

Assessment That Encourages Learning

Score 1 Score 2 Score 3 Score 4 Score 50

0.51

1.52

2.53

3.54

4.5

Bar Graph of Scores for One Student on One Topic Over Time

Average Grade: C Final Grade: A

Averaging (F) 1 (F) 1 (F) 2 Summative 3 (F) 2 (F) 3 (F) 3 Summative 4 (F) 2 (F) 3 Summative 4

Final Grade= B

Formatives Not Averaged (F) 1 (F) 1 (F) 2

(F) 2 (F) 3 (F) 3

(F) 2 (F) 3

Final Grade= A

Scoring of Formative and Summative Assessments

Summative 3

Summative 4

Summative 4

Keep in mind that the elementary report card is meant to be developmental and lay a foundation for future learning

Grades are not the focus… learning is the focus

The report card reflects what a child currently knows

Communicate with your child’s teacher

Onward and forward – key points

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