Proficiency Grading

1. Proficiency Grading Nadia, Lindsey, Mitch, Dan, Emily

2. PROFICIENCYGRADINGOVERVIEW • Definition • Traditional vs Proficiency Comparison • Models of Proficiency in 3 Selected Schools • History • Pros & Cons • Proficiency Grading & Improved Student Learning • Tips to Implement Proficiency Grading

3. Definition The objective of proficiency grading is to measure a student’s progress toward mastery of a specific learning target, often aligned with state content standards. Proficiency | Beaverton School District http://www.beaverton.k12.or.us/home/departments/instruction/proficiency/ Credit by Proficiency | Oregon Department of Education http://www.ode.state.or.us/search/results/?id=35 Proficiency Based Assessment | The Principals’ Partnership http://www.principalspartnership.com/ProficiencyBasedAssessment.pdf

4. Comparison between proficiency and traditional grading

5. Proficiency grading – Corvallis High (Math Department) Background • The CHS math department started implementing Credit By Proficiency in 2009 with all its Algebra classes. • They hope to develop the program further for Geometry. Implementation • Students must pass all the standards for Algebra 1A, Algebra 1B, and Algebra 1 in order to get credit for the class. • The standards are decided upon by the CHS Algebra teachers and are based on the mathematics content standards presented by the Oregon Department of Education. • Grading Scale • 10 – Mastery of the assessed standard • 7 – Shows proficiency of the assessed standard • 3 – Previously showed mastery, but not after most recent assessment • 1 – Does not demonstrate proficiency of the assessed standard • Students must score a 7 or 10 for each standard in order to show proficiency and get credit for the class This is an example of a school that has implemented Proficiency Grading based on the interpretation of select teachers and student teachers. It does not reflect our opinion of what the implementation should be but simply provides the reader an understanding of what it’s implementation can look like.

6. Proficiency grading – Heppner Implementation • To pass any course, students must meet all objectives/standards • Students have a 25-minute activity period to prepare and retake assessments • Students are awarded letter grades: A, B, C or F Background • Heppner ranked second in the state among Oregon high schools with the second highest percentage of 10th graders meeting state benchmarks in Math - http://www.hhs.morrow.k12.or.us/ • Heppner was awarded a grade of Outstanding on the Oregon Department of Education 2009 – 2010 report card - http://www.ode.state.or.us/data/reportcard/reports.aspx • Heppner received US News and World Report Bronze Medal Award for America’s Best School in 2009 and 2010 This is an example of a school that has implemented Proficiency Grading based on the interpretation of select teachers and student teachers. It does not reflect our opinion of what the implementation should be but simply provides the reader an understanding of what it’s implementation can look like.

7. Proficiency grading – North Salem Implementation • Students should demonstrate proficiency but they can still pass the class without having mastered all Essential Learning Skills (ELS) • Essential Learning Skills (ELS) are dictated by the State standards along with feedback from each Department in the school and are assessed via the Proficiency Quizzes • Example Grade Allocation (in the Math Department): • 40% - Proficiency Quizzes – students can take up to 4 to show Mastery • 15% - Homework/Notes/Participation • 45% - Midterm & Final • Grading Scale • 10 – Mastery of Advanced ELS Concepts • 8.5 – Mastery of Standard ELS Concepts • 7.0 – Mastery ONLY of Basic ELS Concepts • 1 – Partial Understanding of Basic ELS Concepts This is an example of a school that has implemented Proficiency Grading based on the interpretation of select teachers and student teachers. It does not reflect our opinion of what the implementation should be but simply provides the reader an understanding of what it’s implementation can look like.

8. History of proficiency Where it all began…

9. History of proficiencyMastery Learning : began in the 1920s • Assumes that all children can learn if the right conditions are present • Students originally start at the same place and continue until discrete concepts are succeeded • Students often work at their individual pace to complete these standards • Students that complete required topics early engage in enrichment activities • Individual and group instruction can be used to determine mastery • Promotes learning of prerequisite skills before moving on to next topic

10. History of proficiencyMastery Learning : began in the 1920s Student attitude in relation to the challenge level of the task and the skill level of the student

11. History of proficiencyMastery Learning : began in the 1920s • Advantages: • Students have prerequisite skills to move on • Task analysis makes teachers better to teach the topic • Objectives are defined and clear to students • Minority and disadvantaged students can be successful

12. History of proficiencyMastery Learning : began in the 1920s • Disadvantages: • High level students must wait for struggling students to complete tasks • Reteaching requires much more materials • Multiple tests need to be used to assess for each topic • Memorizing may take precedence over understanding of material • Traditional methods used more frequently than mastery learning because teachers could not handle the commitment to the program and were unable to manage the classroom.

13. History of proficiencyCIM/CAM : late 1990s - NCLB • CIM=Certificate of Initial Mastery • Students required to pass state standards in writing, reading, science, math, and speaking • As an addition to the state standard tests, students must complete multiple samples of each skill (writing/reading/science/math/speaking) in order to receive the CIM • CIM is based on students learning the basic skills of reading, writing, communicating, and solving problems. The purpose is to hold students accountable to the content standards at a high proficiency level.

14. History of proficiencyCIM/CAM : late 1990s - NCLB • CAM=Certificate of Advanced Mastery • Students must meet CIM requirements in addition to: • Developing an education plan • Demonstrating career-related knowledge and skills • Demonstrating application through evidence • Participating in career-related activities • The purpose is to connect learning to relatable experiences and to give the students career-related experience to use in their higher education or career goals. • Was discontinued because of the introduction of “No Child Left Behind” law.

15. ReferencesMastery Learning and CIM/CAM • Huitt, W. (1996). Mastery learning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/instruct/mastery.html • Certificate of Initial Mastery Standards https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B5FeFskf35QsNjVlYjkyNzItMDIwZi00M2Y5LWIzZWEtMjY2N2FjOTQ3MDE5&hl=en • Certificate of Intial Mastery (CIM) At-a-Glance https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B5FeFskf35QsMWVjZjUwOTctYWU5YS00OThkLThiYmUtZWY4Y2ZlM2ZjMjEx&hl=en • Comparison of Certificates of Intial Mastery and Advanced Mastery https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B5FeFskf35QsYjY5N2M0OGYtODVmOC00YzJlLThiZDgtNmE5NDliMTY3MmU2&hl=en

16. Pros & cons What works and what doesn’t?

17. Pros & consbenefits • Objective: Measure a student’s progress toward mastery of a specific learning target • The learning targets are often essential skills assessed by state standards • Classroom assignments are directly linked to learning targets as are assessments

18. Pros & consbenefits • Improved accountability: Provides consistency and clarity about student progress and teacher expectations • Greater transparency for students, parents, teachers and the community • Re-taking of tests: • Allows strong students to forge ahead if they demonstrate mastery • Struggling students may retake tests if they do not demonstrate proficiency – students are accountable for deficiencies in skills.

19. Pros & consbenefits • Less “busy” work as assignments are geared towards learning targets • Replace the notion of “getting points” with “getting proficient” • Teachers may engage with one another more in an effort to collaborate on methods used to meet standards • Proficiency is measured by tests, essays and assignments and less on homework.

20. Pros & consConcerns Teacher Concerns • Test retakes take a significant amount of time and resources like proctoring. • Students may rely on previous knowledge of the test in order to memorize test content and/or the procedures instead of mastering the concepts. • TIME: • How does a teacher spend more time on the job and retain high standards while tracking proficiency of learning targets? • Do teachers weaken the standards on a proficiency so students can be successful? • Can teachers reduce the number of standards covered?

21. Pros & consConcerns Public Concerns • There is little evidence that proficiency grading improves student learning over traditional grading. • No credit for effort or doing the work. • No extra credit opportunities. • Proficiency grading doesn’t reflect true assessments of knowledge in the real world. • (i.e. In the real world, you can’t always try again.)

22. Additional Resources Students FOR Proficiency Grading | Facebook • http://www.facebook.com/group.php?gid=119425814753275 Students AGAINST Proficiency Grading | Facebook • http://www.facebook.com/group.php?gid=301652813273 Portland-area schools debate proficiency-based education | OregonLive • http://www.oregonlive.com/education/index.ssf/2010/02/portland-area_schools_debate_p.html Seven Reasons for Standards-Based Grading by Patricia L. Scriffiny • http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx

23. Proficiency grading in the classroom How Can Proficiency Grading Improve Student Learning?

24. How can proficiency grading in your classroom improve student learning? • Set clear objectives/learning goals. Communicate these objectives to students so that the discourse with students focuses on their learning and not how to superficially improve a letter grade. • Communicate the purpose and benefits of proficiency grading with parents so that they support it and understand it. • In order to motivate students to complete homework and other practice opportunities, require a certain percentage of this work to be done in order for students to have the right to earn an A or B.

25. How can proficiency grading in your classroom improve student learning? • Allow students to progress at their speed and level. • Allow students to show mastery with opportunities for improvement (retaking assessments) so they demonstrate the necessary knowledge and skills at a proficient level. • Allow students to show mastery in a variety of ways, not just tests. • Give multiple assessments that assess the same content in order to verify continued mastery.

26. How can proficiency grading in your classroom improve student learning? • Modify instruction based on the proficiency of the students. • Do not penalize students for multiple attempts at mastery. • Do not allow students to improve their grade based on extra credit, bonus points, or “busy work”. This puts the responsibility on the student to improve their grade by having the necessary knowledge and skills. • Do not weaken expectations in order to allow more students to pass. • Do not cover less material in order to only cover the content on the assessments.

27. Additional resources • Grades and effective standards-based reporting | California Department of Education http://pubs.cde.ca.gov/tcsii/ch1/grdstndrdbasdrptng.aspx

28. Tips & tricks How to Implement Proficiency Grading

29. Things to consider: grade breakdown • Will proficiency reflect 100% of the grade? • Can you allocate a percentage to: • Homework • Participation • Attitude • Some schools give a “citizenship” grade which is 10% while proficiency grading is 90%

30. Things to consider: assessment structure • Will you offer multiple opportunities to master a proficiency? • Can you set rules to retake? For example, you require homework or effort before re-taking an assessment • To be valid and reliable, can you offer a variety of assessments? For example, • Standard 1 can be fulfilled by a quiz, project and/or assignment • Standard 2 can be fulfilled by test, paper or presentation

31. Things to consider: standards & curriculum • Setting appropriate standards: • Do your standards reflect inquiry or cognitive demand, or are they based on memorization? • Are the standards aimed at a transfer of learning or just knowing content? • It is important there is a variety of content and process in the standards to encourage reasoning and problem-solving rather than procedure. • Is there flexibility in the content/curriculum? • Teachers have argued that the proficiency model could be more successful if less curriculum was required so that teachers can focus on content AND coverage.

32. Things to consider: support & reflection • Are your standards and grading procedures universal across your department, the school and/or the district? Can you integrate them? • Can you create a professional learning community to monitor your standards and assessments to ensure fairness? • Are you using reflection in your assessments? For example, are you changing them or offering variety for your students?

33. Things to consider: real world skills students need • Students need skills to survive the real-world: • Teamwork skills • Problem-solving skills • Organization skills • Critical thinking skills • Communication/writing skills • Logic/estimation or “sense-making” skills • Can you integrate these ideas into your assessment strategies? For example: • Team tests • High-cognitive problems • Writing prompts