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Grading and Assessment PLC

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  1. DO NOW:1. On the board, write 3 words thatdescribe grading practices in the early 21st century.2. Complete Agree/Disagree

  2. Grading and AssessmentPLC Induction Year 2-3 PLC August 23, 2012 Presenter: Anne McDonough

  3. Goals and Objectives SWBAT: • Evaluate current grading policies based on best practices for increasing student achievement • Differentiate between formative and summative assessment practices. • Write differentiated lessons using formative assessment practices that guide instruction. • Write a grading philosophy that reflects best practices for student achievement.

  4. Are you clear on the terms?

  5. Common Ground:What is the purpose of assessment and grading ?

  6. Where do we stand?

  7. What is my grading policy? • What do you include in your grades? • Do you accept late work? • Do you allow retakes? • Do you differentiate assessments? • Do you accept extra credit or bonus pts? • Attendance? • How do you handle borderline grades?

  8. The primary purpose of grades is to communicate student achievement to students, parents, administrators, post secondary institutions, and employers Bailey and McTighe, 1996

  9. MASTERY • Students have mastered content when they demonstrate a thorough understanding as evidenced by doing something substantive with the content beyond merely echoing it. Anyone can repeat information; it’s the masterful student who can break content into its component pieces, explain it and alternative perspectives regarding it cogently to others and use it purposefully in new situations. Fig. 2.1 Wormeli

  10. What do we assess? • EEK----Essential and Enduring Knowledge • KUD ----Know Understand Do COMMON CORE/STATE STANDARDS CURRICULUM OBJECTIVES

  11. Beyond showing mastery grades are often used to: • To document student and teacher progress • To provide feedback to students, family and teacher and support staff • To inform instructional decisions • To motivate students • To punish students • To sort students • Source Wormeli, p. 102

  12. The Challenge

  13. FACTSFormative Assessment Classroom Techniques

  14. FAIR ≠ EQUAL Differentiated Assessment

  15. Toolbox for Differentiated Assessment • Rubrics • Tiered Assessments • Choices: Learning Menus, Tic-Tac-Toe • Alternative Assessment • Retakes • Maintain Rigor

  16. GRADE ≠ FEEDBACK

  17. Challenges for Differentiated Grading • Grading by standards • Grading for mastery • Grading that differentiates • Retakes • Communicating the “others”—meeting deadlines, preparation, attendance, accountability

  18. Assignment • Write a grading policy that reflects best practices for student achievement. Is this a policy that you could live with? Why or why not. • Set 2 grading/assessment goals for the first marking period. • Write a differentiated lesson plan using formative assessments that guide instruction. For each formative assessment, annotate with the AFT

  19. Example • DURING: • Introductions, Share Objectives, Assign a time keeper 5 mins. • Give teams pairs of terms to define and differentiate • Common assessment term definitions—(glossary) –read/pair/clarify-question • Review the descriptive terms (FACT: triangle) • AFT • Common Ground: Purpose of Assessment and Grading (10mins) • Brainstorm • Compare to standard definition (slide) • and pre-assessment (FACT: foldable) • Model the use of the AFT 10 min. • AFT--Formative –Attitude—Inform Teacher—teacher/student/peer—survey—drive instruction