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Connecting the How to the Why: Benefits of Standards-Based Grading. Sara Hagen August 31, 2009. Master’s Research Project. Summer Institute Observation - August Interview teachers – September & November Survey to sample of teachers - December. Interviewees. teachers and student teachers

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Presentation Transcript
master s research project
Master’s Research Project
  • Summer Institute Observation - August
  • Interview teachers – September & November
  • Survey to sample of teachers - December
interviewees
Interviewees
  • teachers and student teachers
  • median 15 years of experience
  • ¼ teach multiple grade levels
  • ½ teach multiple subjects
survey respondents
Survey Respondents
  • 25% teach multiple grade levels
  • 71% teach multiple subjects
  • 36% teach 3 or more subjects
  • 21% teach multiple subjects and multiple grade levels
please stand up
Please stand up . . .

if you work with

2 or more

grade levels

please stand up1
Please stand up . . .

if you work with

all 3

grade levels

please stand up2
Please stand up . . .

if you teach or co-teach

2 or more

subject areas

please stand up3
Please stand up . . .

if you teach or co-teach

3 or more

subject areas

please stand up4
Please stand up . . .

if you teach or co-teach

4 or more

subject areas

please stand up5
Please stand up . . .

if you teach or co-teach

5 or more

subject areas

please stand up6
Please stand up . . .

if you teach or co-teach

students with a wide range of interests, needs, academic levels, and experiences

groups of 2 or 3
Groups of 2 (or 3)

Introductions

or

Summer Activity

groups of 2 or 31
Groups of 2 (or 3)

Introductions

or

Summer Activity

1 minute

slide18

Learning Standards-Based

Grading is like learning a new language.

slide19

understanding

power standards

trend scores

criteria

culture

vocabulary

slide20

Products

Practices

Perspectives

what

how

why

culture

vocabulary

today s goals
Today’s Goals:
  • know the benefits of standards-based grading
  • ideas for this school year
individually
Individually

Benefits of

Standards-Based

Grading

individually1
Individually

Benefits of

Standards-Based

Grading

45 seconds

3 major benefits
3 major benefits
  • Focusing on our goals
  • Building agency in students
  • Better accountability system
focusing on our goals
Focusing on our Goals
  • Examine and prioritize standards
  • Identify gaps in curriculum
  • Improve and redesign assessments
standards can be
Standards can be . . .
  • outcomes
  • learning goals
  • learning targets
  • essential understandings
  • big ideas
  • learning destinations
groups of 2 or 32
Groups of 2 (or 3)

One learning destination for this year:

  • Why important?
  • How will you get there?
groups of 2 or 33
Groups of 2 (or 3)

One learning destination for this year:

  • Why important?
  • How will you get there?

4 minutes

benefit 1 focusing on our goals1
Benefit #1Focusing on our goals
  • Academic goals are great,
  • but . . . what about goals for students’ development?
benefit 2 students develop agency
Benefit #2Students develop agency

agency = a sense of control

over your own learning

student centered assessment
Student-Centered Assessment
  • Communicate goals (standards, learning destinations) to students.
  • Developing criteria for a 1, 2, 3, 4 with students!
individually2
Individually
  • Reeves’ (1998) checklist for a standards-based classroom
  • page 2 of your handout
individually3
Individually
  • Reeves’ (1998) checklist for a standards-based classroom
  • page 2 of your handout

2 minutes

groups of 2 or 34
Groups of 2 (or 3)

Share one thing from Reeves’ list that you can work on improving this year.

groups of 2 or 35
Groups of 2 (or 3)

Share one thing from Reeves’ list that you can work on improving this year.

3 minutes

types of criteria
Types of criteria:

Vague

You got it!

Good knowledge base

Wow!

types of criteria1
Types of criteria:

Evaluative

Summer School needed

Meets expectations

feedback oriented 3 vs 4
Feedback-oriented 3 vs. 4

Types of criteria:

Social

Studies

Science

understands one viewpoint

detailed

lab report

understands multiple viewpoints

detailed enough

to repeat the experiment

formative assessment time
Formative assessment time!
  • Vague – not specific
  • Evaluative - related to class goals
  • Feedback-Oriented - specific to student’s work

This is very polished work!

formative assessment time1
Formative assessment time!
  • Vague – not specific
  • Evaluative - related to class goals
  • Feedback-Oriented - specific to student’s work

You’re ready for the next unit!

formative assessment time2
Formative assessment time!
  • Vague – not specific
  • Evaluative - related to class goals
  • Feedback-Oriented - specific to student’s work

Amazing!

formative assessment time3
Formative assessment time!
  • Vague – not specific
  • Evaluative - related to class goals
  • Feedback-Oriented - specific to student’s work

You compared these but didn’t contrast them.

formative assessment time4
Formative assessment time!
  • Vague – not specific
  • Evaluative - related to class goals
  • Feedback-Oriented - specific to student’s work

Three different sources used!

formative assessment time5
Formative assessment time!
  • Vague – not specific
  • Evaluative - related to class goals
  • Feedback-Oriented - specific to student’s work

You used trial and error.

an important difference
An important difference:

You used 3 sources!

You used

trial and error!

Strategic Feedback

Task-specific Feedback

feedback or feed forward
“Feedback” or “Feed-forward”?

40% better!

better learning

better teaching

effective instruction

effective feedback

+

feedback helps students understand
Feedback helps students understand

effort

homework

learning

assessment

groups of 2 or 36
Groups of 2 (or 3)

Ways to:

  • Involve students in assessment
  • Improve feedback
  • Connect homework to learning
groups of 2 or 37
Groups of 2 (or 3)

Ways to:

  • Involve students in assessment
  • Improve feedback
  • Connect homework to learning

2 minutes

slide64
Our personal judgment using classroom-based assessmentis more reliable and validthan external test results!

Better Accountability

(Davies, 2007)

slide65

Do other colleagues in your content area(s) assign a score of

1, 2, 3, & 4 on the standards the same way you do?

collaboration
Collaboration
  • developing assessments
  • scoring work together
  • discussing differences
slide67

Collaboration

Consistency

please stand up7
Please stand up . . .

Today’s session presenters

please stand up8
Please stand up . . .

Learning & Leadership

Committee

please stand up9
Please stand up . . .

Standards & Grading Guides

Committees

slide71

Learning Standards-Based

Grading is like learning a new language.

culture

vocabulary

focus on standards
Focus on Standards
  • set priorities
  • identify gaps in curriculum
  • improve assessments
  • align standards, instruction, and assessment
build student agency
Build Student Agency
  • communicate our expectations
  • involve students in the assessment process
  • improve self-assessment & feedback
  • close achievement gaps
  • connect students’ work to their achievement
improve accountability
Improve Accountability
  • identify specific strengths and weaknesses
  • examine student work
  • identify areas for improvement
  • promote consistency in grading
  • increase confidence in our professional judgment
slide80

Focus on Standards

  • Build Student Agency
  • Improve Accountability
groups of 2 or 38
Groups of 2 (or 3)

How will you realize one benefit of standards-based grading

in your classroom this year?

What did you learn today?

groups of 2 or 39
Groups of 2 (or 3)

How will you realize one benefit of standards-based grading

in your classroom this year?

What did you learn today?

3 minutes

slide85

Sara Hagen

Summary and full thesis

under Middle School Grading

at dww.madison.k12.wi.us

Feedback or questions appreciated at: shagen@madison.k12.wi.us

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