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Grant D. Moss gmoss@pittstate.edu. Jenni Highfill highfilljenni@rockwood.k12.mo.us Kim Lackey lackeykimberly@rockwood.k12.mo.us Denise Pahl pahldenise@rockwood.k12.mo.us http ://eurekaworldlanguage.wikispaces.com /. Adaptado de:

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standards based grading in kansas a csctfl extension workshop

Grant D. Moss gmoss@pittstate.edu

Jenni Highfill highfilljenni@rockwood.k12.mo.us

Kim Lackey lackeykimberly@rockwood.k12.mo.us

Denise Pahlpahldenise@rockwood.k12.mo.us

http://eurekaworldlanguage.wikispaces.com/

Adaptado de:

Making Standards Based Grading Work in Your World Language Classroom

Standards Based Grading in Kansas: a CSCTFL Extension Workshop
1 which of the following are currently reflected in grades in most classrooms in the u s
1. Which of the following are currently reflected in grades in most classrooms in the U.S.?
  • how well students behave in class
  • how well students can take tests
  • if students are responsible and do their homework
  • if students participate in class
  • what students know and are able to do
  • group work and projects that students do
  • student attitudes towards the class
  • extra credit
  • if students bring their materials to class each day
  • all of the above
2 what do you think grades should reflect
2. What do you think grades should reflect?
  • how well students behave in class?
  • how well students can take tests?
  • if students are responsible and do their homework?
  • if students participate in class?
  • what students know and are able to do?
  • group work and projects that students do?
  • student attitudes towards the class?
  • all of the above?
3 what do we think grades should reflect
3. What do wethink grades shouldreflect?

We believe grades should reflect what students know and are able to do.

slide5
What should count in a grade?

What shouldn’t count in a grade?

Vocabulary Assessments

Grammar Assessments

Speaking Assessments

Listening Assessments

Reading Assessments

Writing Assessments

Work that is graded

Work that shows what a student knows and is able to do

Participation

Behavior

Homework completion

If you brought your book to class

Extra credit for extra work

Extra credit for bringing in a box of Kleenex, etc.

Attendance

Group work grades

what do we do about non academic behavior issues
What do we do about Non-academic behavior issues?
  • Failure to complete assignments
  • Turning work in late
  • Coming to class unprepared
  • Attitude problems; lack of cooperation
  • Not working up to potential
  • Falling asleep in class
what do we do about non academic behavior issues1
What do we do about Non-academic behavior issues?

We deal with them as BEHAVIOR issues with behavioral consequences.

  • Talk to the student
  • Behavior modification tools (getting planner signed, reward system, physical proximity, seating chart adjustment, etc.)
  • Phone call or e-mail home
  • Mandatory academic tutoring
  • Detention
what about late work
What about late work?
  • What about when they get to college and their professors don’t accept late work?
  • Why not just take off a letter grade for every day that it’s late?
  • What about teaching kids responsibility?
  • What about the real world?
how is it fair to make the entire grade based on assessments only
How is it fair to make the entire grade based on assessments only?
  • We believe that ALL students can learn, just not always at the same rate.
  • Students need to be held accountable for learning the material.
  • Students who do not demonstrate proficiency are given opportunities to learn the material and re-assess.
opportunities for re assessment
Opportunities for re-assessment
  • Designed for students who do not demonstrate proficiency (not prepared to move forward in their learning)
  • Same format with different prompts or words.
  • Must be done outside class time – generally before or after school
  • Students must complete additional practice prior to reassessment.
  • 2nd grade counts – most recent evidence of what students know and are able to do
taking the mystery out of assessment
Taking the mystery out of assessment
  • Share unit goals with students at the beginning of the unit.
  • Share rubrics with students before assessments.
  • Provide practice and feedback before the assessment (practice quiz, skills practice, etc.)
use quality assessments
Use quality assessments
  • What should be assessed in a World Language classroom?
  • Are the purposes for your assessments clear? Are they clear to the students?
  • Do your assessments match the goals you have for your students?
  • What do quality assessments look like?
  • What are some of the problems with using assessments produced by textbook companies?
textbook assessments
Textbook assessments?

Pros

Cons

Convenient, Time-saver

Creates consistency among teachers

Aligned with other book resources

Often include visuals, audio, and short readings

Usually objectives are clearly stated

Static – PDFs, difficult to modify or correct mistakes

Not tailored towards your students

Generally do not include a scoring guide; Guidelines for scoring are questionable

Poor quality feedback

Don’t grow with current society (vocabulary, concepts, culture)

Difficult to “save as” and make a practice quiz / retake quiz, Form A/B

Test security becomes an issue

Teacher has no control over the blueprint of the assessment

teacher created assessments
Teacher-created assessments
  • For each assessment….
    • Reflect on which specific skills should be tested. Discuss and create the criteria for the rubric.
    • Create assessments on which students demonstrate those skills
    • Create a rubric that communicates the differences between performance levels
    • Use the rubric to evaluate students’ skills and give detailed feedback to students.
    • Analyze and share results. What do we do if they got it? What do we do if they didn’t get it?
communication rubrics
COMMUNICATION RUBRICS
  • PRESENTATIONAL COMMUNICATION
    • WRITING
    • SPEAKING
  • INTERPERSONAL COMMUNICATION
    • SPOKEN
    • WRITTEN
  • INTERPRETATIVE COMMUNICATION
    • READING
    • LISTENING
presentational communication
Presentational communication
  • Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
interpersonal communication
Interpersonal communication
  • Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
interpretive communication
Interpretive communication
  • Students understand and interpret written and spoken language on a variety of topics
other rubrics
OTHER RUBRICS
  • GRAMMAR
    • PRETERITE AND IMPERFECT CONJUGATIONS
    • INFORMAL COMMANDS
  • VOCABULARY
    • COMPREHENSION
    • PRODUCTION
  • PRONUNCIATION
  • LIFE-LONG LEARNING PROJECTS (COMMUNITIES STANDARD)