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Using Classroom Grading Practices to Predict State Assessment Performance. Sarah M Croft October 17, 2012. How Do I Explain…. My students with high classroom averages are failing external assessments!

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using classroom grading practices to predict state assessment performance

Using Classroom GradingPractices to Predict StateAssessment Performance

Sarah M Croft

October 17, 2012

how do i explain
How Do I Explain…
  • My students with high classroom averages are failing external assessments!
  • My students with low classroom averages are passing external assessments! Or worse...scoring commended!!!
slide3

Does my instructional focus need to shift to:

More on the process of learning…

and less on the product?

slide4

OR…

More on the product of learning…

and less on the process?

slide5

Am I teaching and assessing for

COVERAGE of Content?

OR

MASTERY of Content?

slide6

Do my lessons…

Provide learning goals for students?

Provide clear guidelines and expectations?

slide7

Do my assignments…

Give clear directions?

Include samples of quality work?

Do my students know an A, B,C,D, or F looks like?

slide8

Do my assignments…

Include rubrics?

Provide systematic feedback?

Opportunities for improvement?

Measure mastery of the content?

And to what degree?

slide9

Some enduring things that I have learned and know about teaching, learning, and/or student performance?

Let’s make a list………

now list
Now list…

Beliefs about teaching and student learning that I had

2 years ago (The 10’s),

10 years ago (The 00’s),

20 years ago (The 90”s),

30 years ago (The 80’s),

oh my, even

40 years ago (The 70’s)?

slide11

And on the 8th day God said…

Let there be a 100!

And it shall represent the best grade

Ever to be made and recorded.

Forever…and ever…and ever.

Amen

slide12

Grading is a: Process ----> Product

Moving toward and past that magical 70 toward 100!

grading is feedback
*Grading Is Feedback

And must be…

Accurate

Fair

Specific

Timely

*Elements of Grading , Douglas Reeves

accuracy
Accuracy

Let’s Do the Math

Average these grades earned

in the order left to right as follows:

C C MA D C

B MA MA B A

MA is “missing assignments.

generally speaking the grade distribution outcome
* Generally Speaking…The Grade Distribution Outcome

A 07%

B 13%

C 39%

D 21%

F 20%

*As tracked by Douglas Reeves via over 10,000 responses throughout US, Canada, and Australia

fairness
Fairness

Students Who Earn

A’s & B’s

Students Who Earn

C’s & D’s

You got to be kidding me!

What parents?

Not so smart…

Doesn’t do it---doesn’t care

Bored to tears or asleep

On energy drinks…

Chip on the shoulder

Like herding cats

Must be on drugs…

Good work ethic

Parents involved

Intelligent

Committed to homework

Engaged

Good nutrition

Great attitude

Organized

Sane

specific
Specific
  • Make sure your students understand what your A, B,C,D, or F looks or sounds like
  • Create rubrics (or go find some)
  • Be consistent
timely
Timely
  • Incrementally
  • Consistently
  • At the time and moment that it can be used to improve performance
slide19

Instruction should take a student through the process of learning content with a grading system that reflects the degree of content mastery throughout each lesson until a final grade or product is completed for the course under study.

what is the primary purpose of grading
What is the Primary Purpose of Grading?
  • To give feedback in order to improve performance
  • To report progress and mastery level of specific learning targets
  • To indicate the next level of instruction
  • Predict performance on external assessments
slide21

It is not…

  • About having control
  • To reward good behaviors/attitudes
  • To punish bad behaviors/attitudes
  • To make public distinctions between good/bad students
slide22

Classroom Grades

CAN

Predict State Assessment Performances

IF

They Reflect Degree of Mastery of TEKS

NOT

Coverage of TEKS

other resources
Other Resources

Scoring Rubrics in the Classroom

J. Arter and J. Mc Tighe

Looking at Student Work

T. Bythe, D. Allen, and B. Schiefflin Powell

Classroom Assessment for Student Learning

S. Stiggins, R. Arter, J. Arter, and

J. Chappius

Fair Isn’t Always Equal

R. Wormeli

slide24

Sarah Croft

Professional Service Provider

District and Campus Snap Shot

ESC Region 13 and 20

scroft1@hotmail.com