WELCOME PARENTS!

1. WELCOME PARENTS! Grading and Assessment at Liberty Elementary November 1, 2011

2. B 4 3 ASSESSMENT AND GRADING N E C A 2

3. REPORT CARDS Communicate Student Progress

4. STANDARDS Statements that describe what children need to know and be able to do

5. “How do teachers determine what to teach?”

6. LCPS Curriculum Guides VA Standards of Learning

7. “Once a standard is taught, is there a way to know how well my child learned it?”

8. 2 TYPES OF ASSESSMENT Formative and Summative

9. Formative and Summative Assessment • Rick Wormeli on Formative and Summative Assessment • http://www.youtube.com/watch?v=rJxFXjfB_B4 • One of the first Nationally Board Certified teachers in America, Rick Wormeli brings innovation, energy, validity and high standards to both his presentations, and his instructional practice, which includes 30 years teaching math, science, English, physical education, health, and history and coaching teachers. He has a full resume of publications of books, articles and has appeared on several television shows as an expert in teaching and instruction. He’s called upon as a consultant and has presented teaching practices to school systems in all 50 states and many countries abroad.

10. FORMATIVE • The process of gathering information about student achievement to inform instructional decisions (Stiggins) • Assessment for Instruction • Takes place DURING instruction

12. Dry Erase Boards Exit Tickets Interactive Learning Activote system Dipsticking Journaling

13. EFFECTIVE USE OF FORMATIVE ASSESSMENT • Use as sources of information for students and teachers • Follow with high-quality corrective instruction • Give students multiple chances to demonstrate success Guskey

14. Periodic Quizzes Formative or Summative?

15. Summative Assessment • Generally taken by students at the end of a unit or semester to demonstrate the “sum” of what they have or have not learned • Assessment of Learning • Takes place AFTER instruction

16. Types of Summative Assessments • SOL Tests • Performance Assessments • Open-ended questions • Writing responses • Classroom projects • Tests, quizzes, exams, etc.

17. Bloom’s Taxonomy Higher Order Thinking Skills • CREATING • EVALUATING • ANALYZING • APPLYING • UNDERSTANDING • REMEMBERING Lower Order Thinking Skills

18. Teaching Students to Think Hmmm… Critical Thinking Initiative Explicit teaching of Thinking Models integrates the direct instruction of specific thinking skills into content area lessons. • Determining Parts-Whole Relationships • Comparing and Contrasting • Reasoning by Analogy • Decision Making STEM Initiative Mission: We believe that cultivating active thinking through a STEM instructional approach will prepare students for their future. • Inquiry-based instruction • Many ways of viewing a problem and solution • Apply information gained along the way • Analyze and explain results

19. Learning Progression Scale

20. Learning Progression Scale

21. Learning Progression ScaleWho is the best candidate for a job? Can you distinguish 1 through 4? • Requires constant supervision and retraining • Needs assistance to complete tasks • Frequently absent or late • Requires minimal supervision • Completes assigned tasks independently • Steady attendance and always arrives and leaves on time • Requires little to no supervision • Takes initiative to complete tasks at a high level of competency • Rarely absent and stays late to ensure job completion • Requires some supervision • Completes some tasks independently • Occasionally absent or late

22. Learning Progression ScaleWho is the best candidate for a job? • Requires little to no supervision • Takes initiative to complete tasks at a high level of competency • Rarely absent and stays late to ensure job completion 4 • Requires minimal supervision • Completes assigned tasks independently • Steady attendance and always arrives and leaves on time 3 • Requires some supervision • Completes some tasks independently • Occasionally absent or late 2 • Needs assistance to complete tasks • Frequently absent or late • Requires constant supervision and retraining 1

23. The Progression Scales Applied 4- More Complex Learning Target In addition to level 3 extends learning of concept : transfer to other contexts, demonstrate higher order thinking skills, explain or justify answers… 3- Learning Target What we expect when students have mastered content or skills 2- Simpler Learning Target The knowledge and skills that are building blocks to the level 3 learning target: new knowledge, developing skills, some independence… 1-Supportive Learning Target The knowledge and skills that are building blocks to the level 2 learning target: prior knowledge, simpler skills, ability to do with assistance…

24. Learning Progression Scale – Grade 2

25. Learning Progression Scale – Grade 4

26. Example First Grade Assessment

27. Example Grade 3 Assessment

28. Example Grade 5 Assessment

29. Understanding my child’s progress • Connecting the Learning Progression Scales to the Report Card

30. Key O= Outstanding S= Satisfactory N= Needs Improvement

31. True Standards Based Report Card

32. Progress Indicators Show child’s progress towards Meeting required standards A Grade reflects the “sum” of what students have or have not learned each quarter

33. The Learning Progression SOL 5.11 &5.12 Geometry (Angles) Formative- homework Formative- oral explanation Formative- in class practice Summative- Angles quiz/test This process will continue throughout the unit.

34. Averaging Formative Assessments • The main problem with averaging students’ scores on formative assessments is that averaging assumes that no learning has occurred from assessment to assessment. Marzano 2006 • Students will not be penalized for growth.

35. Assessment That Encourages Learning • The ultimate goal of assessing students is to know how they are doing at the END of the grading period. Average Grade: C Final Grade: A

36. Scoring of Formative and Summative Assessments Averaging Formatives Not Averaged (F) 1 (F) 1 (F) 2 (F) 2 (F) 3 (F) 3 (F) 2 (F) 3 Final Grade= A • (F) 1 • (F) 1 • (F) 2 • Summative 3 • (F) 2 • (F) 3 • (F) 3 • Summative 4 • (F) 2 • (F) 3 • Summative 4 • Final Grade= B • Summative 3 • Summative 4 • Summative 4

37. Onward and forward – key points • Keep in mind that the elementary report card is meant to be developmental and lay a foundation for future learning • Grades are not the focus… learning is the focus • The report card reflects what a child currently knows • Communicate with your child’s teacher

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