Our school grappled with grade politics and lost anonymous
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“Our school grappled with grade politics . . . . . . . .and lost .” -Anonymous PowerPoint PPT Presentation


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Our school grappled with grade politics and lost anonymous

“Our school grappled with grade politics . . . . . . . .and lost.”-Anonymous


Our school grappled with grade politics and lost anonymous

“I learned . . . that there are reasons, historical reasons why grading exists. But I also learned from history that there are no good reasons, no sound educational ones, why they should continue to exist.” -Anonymous


Letter grades have acquired an almost cult like importance in american schools conklin 2001

“Letter grades have acquired an almost cult like importance in American schools.” -Conklin (2001)


Grades are not inherently bad it is their misuse and misinterpretation that is bad guskey 1993

“Grades are not inherently bad. It is their misuseand misinterpretation that is bad.”-Guskey (1993)


Our reporting system does it make the grade

Our Reporting System: Does It Make the Grade?

Becky Brandl & Mitzi Hoback

Summer 2002


Workshop goals are to

Workshop Goals are to . . .

  • Explore the advantages and disadvantages of various grading practices and reporting systems

  • Examine current grading practices

  • Review district options

  • Develop sound grading practices and reporting systems


Reflection time

Reflection Time

  • Grading is not essential for learning

  • Grading is complicated

  • Grading is subjective and emotional

  • Grading is inescapable


Reflection time1

Reflection Time

  • Grading has a limited research base

  • Grading has no single best practice

  • Grading that is faulty damages students and teachers


Grading issues

Grading Issues

  • Communicated to Whom?

  • Communicate about What?

  • Assess Achievement How? Using what Evidence?

  • What Evidence of Achievement Should be Used?


Is it time to change our grading and reporting system

Is it TIMEto change our grading and reporting system?


Developments that make change in grading and reporting systems imperative

Developments That Make Change in Grading and Reporting Systems Imperative

  • The growing emphasis on standards and performance assessments makes current reporting practices inadequate

  • Parents and community members are demanding more and better information about student learning progress

  • Advances in technology allow for more efficient reporting of detailed information on student learning


Developments that make change in grading and reporting systems imperative con t

Developments That Make Change in Grading and Reporting Systems Imperative con’t.

  • Grading and reporting are recognized as one of educators’ most important responsibilities

  • There is growing awareness of the gap between our knowledge base and common practice in grading and reporting


What are the main purposes of grading and reporting

What are the main purposes of grading and reporting?


Critical aspects in determining communication purposes

Critical Aspects in Determining Communication Purposes

  • What information or message do we want to communicate?

  • Who is the primary audience for that message?

  • How would we like that information or message to be used?


Grading and reporting purposes

Grading and Reporting Purposes

  • To communicate the achievement status of students to parents and others

  • To provide information that students can use for self-evaluation

  • To select, identify, or group students for certain educational paths or programs


Grading and reporting purposes con t

Grading and Reporting Purposescon’t.

  • To provide incentives for students to learn

  • To evaluate the effectiveness of instructional programs

  • To provide evidence of students’ lack of effort or inappropriate responsibility


What are report card grades based upon in a traditional classroom

What are report card grades based upon . . .. . . in a traditional classroom?


Traditional grading practice sources

Traditional Grading Practice Sources

  • The policies and practices they experienced as students

  • Their personal philosophies of teaching and learning

  • District-, building-, department-, or grade-level policies on grading and reporting

  • What they learned about grading and reporting in their undergraduate and teacher preparation programs


Typical sources of grading and reporting evidence

Homework Completion

Homework Quality

Class Participation

Work Habits and Neatness

Effort

Attendance

Punctuality of Assignments

Class Behavior or Attitude

Progress Made

Typical Sources of Grading and Reporting Evidence


Typical sources of grading and reporting evidence1

Major Exams or Compositions

Class Quizzes

Reports or Projects

Student Portfolios

Laboratory Projects

Students’ Notebooks or Journals

Classroom Observations

Oral Presentations

Exhibits of Students’ Work

Typical Sources of Grading and Reporting Evidence


Grades are communicated to whom

In the elementary grades…

Parents

Students

Other teachers

Administrators

In middle and high school…

College admissions office

Scholarship decision makers

Potential employers

Juvenile authorities

Insurance companies

Grades are Communicated to Whom?


Reflecting on your grading practices

Reflecting on . . . Your Grading Practices

  • What are the principles on which your grading practices are based?

  • What are your actual grading practices?

  • What were or are the main influences on your grading principles and practices?

  • How do your grading principles and practices compare with those of other teachers in your school?


How to grade for learning chris brown s grade book activity

“How to Grade for Learning”Chris Brown’s Grade Book Activity


Reflecting on

Reflecting on . . .

  • Do the grades awarded fairly reflect the results from which they were derived for each student?

  • If you answered "yes," for which students? Why?

  • If you answered "no," for which students? Why?

  • What grading issues arise from this care study?

  • What revisions to my grading practices do I need to make?

  • What points of uncertainty still exist?


Grades communicate about what

Grades Communicate about What?

  • Achievement

  • Class participation

  • Effort

  • Attitude

  • Intelligence


Questions for establishing appropriate grading practices

Questions for Establishing Appropriate Grading Practices

  • Is it appropriate to factor the student's ...achievement ...intelligence ...level of effort or...level of attitude when assigning a report card grade?


Establish appropriate grading practices for each question above

Establish Appropriate Grading Practices for Each Question Above

  • Consider arguments for and against each one

  • Create a balance scale reflecting a clear analysis of all factors


If you think it s possible you are living in a dream world stiggins

If all of these are factored into a grade all with different weights, how can we expect the readerto factor all of those things out and understand what we meant?

If you think it’s possible, you are living in a dream world.-Stiggins


Traditionally evidence of achievement has been based on

Traditionally, Evidence of Achievement has been based on:

  • Test and quizzes

  • Homework assignments

  • Class participation

  • Teachers' intuition


What evidence of achievement should be used

What Evidence of Achievement Should be Used?

  • Test and quizzes (if they are of good quality, yes)

  • Performance assessments meeting standards of quality

  • Homework assignments (maybe)

  • Class participation (maybe, what standards are in place so that all students are treated the same?)

  • Teacher's intuition (maybe)


Our school grappled with grade politics and lost anonymous

Q & A . . .

  • Should grading be based on "growth over time"?


Our school grappled with grade politics and lost anonymous

Q & A . . .

  • Should you grade "on a curve”?


Our school grappled with grade politics and lost anonymous

Q & A . . .

  • When is grading counterproductive?


Our school grappled with grade politics and lost anonymous

Q & A . . .

  • How can “cooperative learning” be graded?


Our school grappled with grade politics and lost anonymous

Q & A . . .

  • How should “extra credit” be handled?


Our school grappled with grade politics and lost anonymous

Q & A . . .

  • How does a teacher meet the needs of all students in a class including ELL, SPED, Inclusion, HAL and Title I?


Our school grappled with grade politics and lost anonymous

Q & A . . .

  • How can you account for “evaluation anxiety”?


How is the traditional classroom different than a standards based classroom

How is the Traditional Classroomdifferent than aStandards-Based Classroom?


Traditional classroom

Traditional Classroom

  • Primary focus on teaching

  • Textbooks guide all classroom decisions

  • Instruction is textbook driven

  • Fuzzy curriculum

  • Feedback to students is letter grades based on course requirements

  • Occasional talk about standards

  • Assessment for grades

  • Responsibility for learning is on the teacher


Standards based classroom

Standards-Based Classroom

  • Primary focus on learning

  • Standards guide all classroom decisions

  • Instruction based on standards

  • Clear learner outcomes

  • Expectation is ALL students will learn

  • Feedback is specific for each student

  • Assessments integrated into instruction

  • Students take ownership for learning


What are report card grades based upon in a standards based classroom

What are report card grades based upon . . .. . . in a standards-based classroom?


Guidelines for grading in standards based systems

Guidelines for Grading in Standards-Based Systems

  • Relate grading procedures to learning goals (i.e. standards)

  • Use criterion-referenced performance standards as reference points to determine grades

  • Limit the valued attributes included in grades to individual achievement

  • Sample student performance--do not include all scores in grades


Guidelines for grading in standards based systems con t

Guidelines for Grading in Standards-Based Systems con’t.

  • Grade in pencil--keep records so they can be updated easily

  • Crunch numbers carefully--if at all

  • Use quality assessment(s) and properly recorded evidence of achievement

  • Discuss and involve students in assessment, including grading, throughout the teaching/learning process


Examine sample report cards

Examine Sample Report Cards

Chart Strengths and Weaknesses


Grading and reporting system development

Grading and Reporting System Development

  • The primary goal of grading and reporting is communication

  • Grading and reporting are integral parts of the instructional process

  • Good reporting is based on good evidence

  • Changes in grading and reporting are best accomplished through the development of a comprehensive reporting system


Building an effective communication timeline

Building an Effective Communication Timeline

What is your district currently doing to encourage effective communication?

Brainstorm additional ways to increase communication between home and school.


Multifaceted reporting systems may include

Open-House

Back-to-School Night

Newsletters to Parents/Patrons

Personal Letters to Parents

Report Cards

Notes Attached to Report Cards

Weekly/Monthly Progress

Standardized Assessment Reports

Phone Calls to Parents

Newspaper Articles

Presentations for Community Groups

Art Shows/Concerts

PTA/PTO

Multifaceted Reporting Systems may include . . .


Multifaceted reporting systems may include1

Evaluated Projects or Assignments

Portfolios or Exhibits of Students’ Work

Homework Assignments

School Web Pages

Parent-Teacher Conferences

Student-Teacher Conferences

Student Involved Conferences

Student-Led Conferences

Electronic Reporting Systems

Multifaceted Reporting Systems may include . . .


Our school grappled with grade politics and lost anonymous

Electronic PortfoliosNot Just an Electronic File Cabinet

  • www.richerpicture.com

  • www.ideasconsulting.com

  • www.newtechhigh.org

  • www.glef.org/classrooms.html

  • www.project-approach.com


Think about

Think about . . .

  • What pieces are in place in your district?

  • What do you need to add?

  • Who are the audiences?

  • Are they addressed by your current reporting system?


What parents want from a reporting system

What Parents Want From a Reporting System

  • More and better information

  • More detailed information, but jargon free

  • Practical suggestions about helping their child


Just trying hard isn t good enough

Just Trying Hard Isn't Good Enough

  • In a standards-driven system, teachers are responsible for maximizing students' success.


Sound grading practices students must

Sound Grading PracticesStudents must:

  • Be clear about the achievement targets that have been set•Content Knowledge•Patterns of reasoning

  • Know what standards they are expected to meet

  • Understand the grading procedures that will be used

  • Gather evidence over time

  • Translate evidence into a composite index

  • Begin instruction with a complete picture of the grading process (share it up front, no surprises, no excuses)


Steps for revising grading and reporting systems

Steps for Revising Grading and Reporting Systems

  • Make decision to revise grading and reporting system

  • Hold initial planning meeting & survey staff

  • Form committee(s)

    • report card committee

    • reporting system committee

    • (see committee guidelines)

    • (consider parent/patron representation)


Steps for revising grading and reporting systems con t

Steps for Revising Grading and Reporting Systems con’t.

  • Study issues and view samples

  • Visit other schools if appropriate

  • Begin development of grading and reporting system

  • Share draft with entire staff

  • Pilot the system

  • Modify and/or adopt system


Report card committee ground rules

Report Card Committee Ground Rules

  • Meeting will begin and end on time

  • Differences expressed in the meeting will not be carried beyond the walls of the meeting room

  • All committee members will participate fully in the work of the group, including completing outside readings and assignments agreed upon


Report card committee ground rules con t

Report Card Committee Ground Rulescon’t.

  • Every effort will be made to make decisions based on consensus of the group

  • Each member serves as a representative and will take responsibility to fully represent the views of the constituents, to share the work of the committee with them, and to seek and share their feedback


Highly recommended

Highly Recommended . . .

  • How To Grade for Learning: Linking Grades to Standards (Second Edition) by Ken O’Connor

  • Available online from Skylight at http://www.skylightedu.comor call 1.800.348.4474


Also recommended

Also Recommended . . .

  • Classroom Assessment, Grading, and Record Keeping by Robert J. Marzano, Barbara Zeno, and Jane E. Pollock, 2000, McRel

  • Designing Standards-Based District, Schools, and Classrooms by Robert J. Marzano and John S. Kendall, 1996, ASCD


Also recommended1

Also Recommended . . .

  • Report Card Grading: Strategies and Solutions (video), by Rick Stiggins, Assessment Training Institute

  • Succeeding With Standards: Linking Curriculum, Assessment, and Action Planning by Judy F. Carr and Douglas E. Harris, 2001, ASCD

  • Transforming Classroom Grading by Robert J. Marzano, 2000, ASCD


Our school grappled with grade politics and lost anonymous

Report Card Grades

“Depend on so much . . .

So much depends on them!”

-Rick Stiggins


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