Standards Based Grading in Kansas: a CSCTFL Extension Workshop

1. Grant D. Moss gmoss@pittstate.edu Jenni Highfill highfilljenni@rockwood.k12.mo.us Kim Lackey lackeykimberly@rockwood.k12.mo.us Denise Pahlpahldenise@rockwood.k12.mo.us http://eurekaworldlanguage.wikispaces.com/ Adaptado de: Making Standards Based Grading Work in Your World Language Classroom Standards Based Grading in Kansas: a CSCTFL Extension Workshop

2. 1. Which of the following are currently reflected in grades in most classrooms in the U.S.? • how well students behave in class • how well students can take tests • if students are responsible and do their homework • if students participate in class • what students know and are able to do • group work and projects that students do • student attitudes towards the class • extra credit • if students bring their materials to class each day • all of the above

3. 2. What do you think grades should reflect? • how well students behave in class? • how well students can take tests? • if students are responsible and do their homework? • if students participate in class? • what students know and are able to do? • group work and projects that students do? • student attitudes towards the class? • all of the above?

4. 3. What do wethink grades shouldreflect? We believe grades should reflect what students know and are able to do.

5. What should count in a grade? What shouldn’t count in a grade? Vocabulary Assessments Grammar Assessments Speaking Assessments Listening Assessments Reading Assessments Writing Assessments Work that is graded Work that shows what a student knows and is able to do Participation Behavior Homework completion If you brought your book to class Extra credit for extra work Extra credit for bringing in a box of Kleenex, etc. Attendance Group work grades

6. Ehsspanishgradebookcategories and weights

7. What do we do about Non-academic behavior issues? • Failure to complete assignments • Turning work in late • Coming to class unprepared • Attitude problems; lack of cooperation • Not working up to potential • Falling asleep in class

8. What do we do about Non-academic behavior issues? We deal with them as BEHAVIOR issues with behavioral consequences. • Talk to the student • Behavior modification tools (getting planner signed, reward system, physical proximity, seating chart adjustment, etc.) • Phone call or e-mail home • Mandatory academic tutoring • Detention

9. What about late work? • What about when they get to college and their professors don’t accept late work? • Why not just take off a letter grade for every day that it’s late? • What about teaching kids responsibility? • What about the real world?

10. How is it fair to make the entire grade based on assessments only? • We believe that ALL students can learn, just not always at the same rate. • Students need to be held accountable for learning the material. • Students who do not demonstrate proficiency are given opportunities to learn the material and re-assess.

11. Opportunities for re-assessment • Designed for students who do not demonstrate proficiency (not prepared to move forward in their learning) • Same format with different prompts or words. • Must be done outside class time – generally before or after school • Students must complete additional practice prior to reassessment. • 2nd grade counts – most recent evidence of what students know and are able to do

13. Taking the mystery out of assessment • Share unit goals with students at the beginning of the unit. • Share rubrics with students before assessments. • Provide practice and feedback before the assessment (practice quiz, skills practice, etc.)

14. Use quality assessments • What should be assessed in a World Language classroom? • Are the purposes for your assessments clear? Are they clear to the students? • Do your assessments match the goals you have for your students? • What do quality assessments look like? • What are some of the problems with using assessments produced by textbook companies?

15. Textbook assessments? Pros Cons Convenient, Time-saver Creates consistency among teachers Aligned with other book resources Often include visuals, audio, and short readings Usually objectives are clearly stated Static – PDFs, difficult to modify or correct mistakes Not tailored towards your students Generally do not include a scoring guide; Guidelines for scoring are questionable Poor quality feedback Don’t grow with current society (vocabulary, concepts, culture) Difficult to “save as” and make a practice quiz / retake quiz, Form A/B Test security becomes an issue Teacher has no control over the blueprint of the assessment

16. Teacher-created assessments • For each assessment…. • Reflect on which specific skills should be tested. Discuss and create the criteria for the rubric. • Create assessments on which students demonstrate those skills • Create a rubric that communicates the differences between performance levels • Use the rubric to evaluate students’ skills and give detailed feedback to students. • Analyze and share results. What do we do if they got it? What do we do if they didn’t get it?

17. COMMUNICATION RUBRICS • PRESENTATIONAL COMMUNICATION • WRITING • SPEAKING • INTERPERSONAL COMMUNICATION • SPOKEN • WRITTEN • INTERPRETATIVE COMMUNICATION • READING • LISTENING

18. Presentational communication • Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

19. Interpersonal communication • Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

20. Interpretive communication • Students understand and interpret written and spoken language on a variety of topics

21. OTHER RUBRICS • GRAMMAR • PRETERITE AND IMPERFECT CONJUGATIONS • INFORMAL COMMANDS • VOCABULARY • COMPREHENSION • PRODUCTION • PRONUNCIATION • LIFE-LONG LEARNING PROJECTS (COMMUNITIES STANDARD)

22. I am worried about my grade