Parallel Assessments and Standards Based Grading

1. 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

2. My History with Standards-based Assessment As a teacher, I became frustrated with: • 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

3. 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

4. An Enlightening Analogy: Traditional AssessmentsSample Test

5. Traditional AssessmentsSample Student Scores Which part of the assessment tested the most important information? What if students missed the most important multiple choice questions?

6. Traditional AssessmentsChange to Driving Test 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)?

7. 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 steering B on braking Not Yet on Merging License only after earning a “B” on merging

8. 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.

9. Grading for 8th Grade Science 90% Assessments 7% Homework 3% Lab Maintenance

10. 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

11. Sample Science Assessment Practice Test Test 1

12. Science Assessment Continued Test 3 Test 2

13. Corrective Loop: Test Ticket

14. Rubric Based Assessment Science Research Project: Connecting the Properties of Materials in an Object to Its Function

15. Unit Design Backwards 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

16. Density Unit Learning Targets 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.

17. Ideal Unit Calendar Key:  Unit AUnit B Unit C 28 Practices over 3 weeks

18. Reality: My Unit Calendar Key:  Unit AUnit B Unit C

19. 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

20. 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

21. Benefits of the Extra Effort • Students • Mastery of objectives • Increased motivation • Positive environment • Ownership of learning • Teacher • Facilitator of Student Learning • Student Appreciation • Fulfillment

22. 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