WELCOME TO DAY THREE OF PROFICIENCY BASED ASSESSMENT AND GRADING!

1. 1 WELCOME TO DAY THREE OF PROFICIENCY BASED ASSESSMENT AND GRADING! Write your metaphors on the butcher paper Thursday, November 3, 2011

2. Survey and Metaphor Discussion Formative Assessment - Blue Ticket

3. The Four Dollar Discussion • Ch 9 Revising Feedback and Instruction • Ch 10: Using Assessment to Motivate Students • Groups of four • Designate a banker • Everyone must spend $4 • Identify 1 key insight • to share with the group

4. Incorporating Differentiation Think  Write  Share • What ideas do you have for how you might address some of the different student needs that will emerge as you analyze your assessment data?

5. Packet, pg. 20

6. Break OR OR

7. Summary of Sound Grading Practices Steps in the Grading Process Step 1: Start with a clear and appropriate set of achievement standards Step 2: Map an assessment plan to gather evidence periodically by standard Step 3: Develop or select assessments and use them as planned Step 4: Record information by standard as accumulated Step 5: Summarize results into one index or achievement Step 6: Convert that index into a grade 7

8. 551 509 Student 1: 81, 65, 79, 70, 99, 37, 35, 25, 20 Student 2: 60, 79, 36, 78, 38, 77, 39, 70, 35 Student 3: 21, 30, 39, 58, 43, 49, 81, 93, 95 512

9. Gallery Walk!!! • Your goal is to gather multiple ideas for setting up a standards based grade book • Partner up (similar content area) and get one pen • Rotate through the various examples • Identify pros, cons, ideas, questions…record • Look for a good fit for you and your content area • Large group discussion

10. Lunch on Your Own Half hour lunch

11. Step 4: Record information by standards as accumulated – Practical Guidelines Packet, pg. 21 Guidelines 1:Organize achievement records by content standard or learning target 2: Separate achievement information from information focused on other student characteristics 3: Keep records so that formative assessment information is differentiated from summative assessment information

12. Step 4: Record information by standards as accumulated – Practical Guidelines 13 Guideline 4:Base achievement summary/grade on the extent of student mastery of pre-set achievement standards Guideline5: Use most recent evidence for each content standard/learning target in calculating achievement summary/grade Guideline 6: Ensure accuracy of achievement evidence

13. Four Corners – The FINAL Grade You have a student that is proficient in all the standards – what do you think their final grade should be?

14. Four Corners – The FINAL Grade 15

15. Summary of Sound Grading Practices Steps in the Grading Process Step 1: Start with a clear and appropriate set of achievement standards Step 2: Map an assessment plan to gather evidence periodically by standard Step 3: Develop or select assessments and use them as planned Step 4: Record information by standard as accumulated Step 5: Summarize results into one index or achievement Step 6: Convert that index into a grade 16 16

16. Approaches to Determining a Final Grade • Compensatory: relies on some type of averaging of scores on learning goals (weighted or unweighted). 4 + 4 + 3 + 5 + 4 + 4 = 24/6 = 4

17. Approaches to Determining a Final Grade 2. Conjunctive Approach: One score does not “pull up” another. Overall grades are determined by score patterns across the standards.

18. Approaches to Determining a Final Grade 3. The Percentage Approach: Convert scores to a %

19. Triangle Debate: • Step 1: Divide into 4 groups + 1 observer • Group 1: Compensatory Approach (6=3 partners) • Group 2: Conjunctive Approach (6) • Group 3: Percentage Approach (6) • Group 4: The Inquisitors (3) • Step 2: Groups will plan their attack (see Triangle Debate Organizer) Work time . . . • Step 3: Students will work with a partner to prepare their portion of the speeches.

21. Triangle Debate • Step 4: Work with your partner to prepare your portion of the speeches. Each partner group speaks for 2 minutes. The Inquisitors will comment for one minute on points made by the groups, and will prepare two insightful questions to ask the groups. Work time . . . 10 minutes • Step 5: Meet again as a group, see how the arguments flow – refer back to organizer. Polish – practice – prepare to present . . . in 5 minutes

22. Presentations . . .

23. Chalk Talk • This is a silent activity • Everyone will get a pen • Read the question and record your thoughts • Read what people write, feel free to respond . . . • This is a silent activity • You have 10 minutes In Closing: Word