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SUMMARY REPORT ON GRADING AND REPORTING TO PARENTS

SUMMARY REPORT ON GRADING AND REPORTING TO PARENTS. Current Status for the 2007-2008 School Year. Introduction/Rationale. Strategic Plan Strands 1, 2 & 3 NJ Quality Single Accountability Continuum (NJQSAC) Curriculum Development & Assessment Best Practices in Assessment/Grading

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SUMMARY REPORT ON GRADING AND REPORTING TO PARENTS

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  1. SUMMARY REPORT ON GRADING AND REPORTING TO PARENTS Current Status for the 2007-2008 School Year

  2. Introduction/Rationale • Strategic Plan Strands 1, 2 & 3 • NJ Quality Single Accountability Continuum (NJQSAC) • Curriculum Development & Assessment • Best Practices in Assessment/Grading • Livingston Observation/Evaluation Tool

  3. “…district requires and verifies that the curriculum specifies the content to be mastered for each grade and includes clear benchmarks and interim assessments.” “…measures of student progress, developed and implemented at the district, school and classroom level, include opportunities for students to demonstrate mastery though performance assessments.” NJQSAC Curriculum Standards

  4. UbD Model • “ Learning for Understanding” • Three Components 1. Acquire knowledge and skills 2. Make content meaningful 3. Apply and transfer to new situations G. Wiggins, J. McTighe (2008) “Put Understanding First” Ed Leadership ASCD p. 37

  5. UbD Model • Curriculum alignment of goals and objectives • Employment of frequent formative assessment increases student achievement • Assess for acquisition, meaning and transfer

  6. Current Status for 2007-08 • Major concern identified in Parent Survey (Fall 2007) and at School Counseling Advisory Meetings: Parents are seeking more understanding of their child’s performance.

  7. Four sub-categories of Parent Concerns • Classroom Assessments • Formal Feedback on Progress Reports • Formal Feedback on Marking Period Grades • Flow and Sequence of the Assessment Process

  8. Classroom Assessments • How are assessments being used? 1- As a component to determine a grade? 2- As an instructional tool? 3- As a screening tool or prerequisite for other courses?

  9. The Findings • Variation in assessments among teachers delivering similar course content • Inconsistency in the provision of timely feedback about the results of student performance • Variation in the degree of difficulty in assessments

  10. Findings Continued: • In the majority of the courses/content areas, assessments (tests/quizzes) are not sent home. • Limited communication regarding student progress

  11. Formal Feedback – Progress Reports • Inconsistency in completing progress reports for every content area • Inconsistency in completing progress reports for similar courses • Progress report comments do not reflect the most accurate information about student performance.

  12. Formal Feedback – Marking Period Grades • Variation in the number of assessments used to formulate a marking period grade by teachers of similar course content • Inconsistency in weighting components that formulate the marking period grade • Variations of the grading scale equivalents are being implemented in different subject areas and in different courses within a particular subject area.

  13. Flow and Sequence of the Assessment Process • Students have 3 or 4 tests in one day. • Extended high level intensity in assessment process with the alignment of the closing of marking period grades with mid-terms, and AP placement tests, followed by state testing • Assignment of extensive projects over vacation periods just before break and due back right after break

  14. Recommendations for Action during 2008-2009 School Year:Classroom Assessments • Focus on analyzing student data and use assessments as instructional tools. • Continue to dialogue and provide staff development on the creation and implementation of formative and summative assessments • Initiate development of common assessments with benchmarks

  15. Classroom Assessments Continued: • Encourage teachers to provide alternative assessments to absentees • Administrators/supervisors will collaborate with staff to establish and monitor ongoing assessment.

  16. Classroom Assessments Continued: • The ongoing assessment process: Designate learning outcomes  Design instruction  Assess  Analyze data  Change/modify instruction

  17. Classroom Assessments Continued: • Increase the number of assessments (test and quizzes) to be released to students. • Benchmark assessments will remain in the department after the students have been apprised of their progress.

  18. Recommendations for Formal Feedback – Progress Reports • Every student will receive a progress report with comments in each content area.

  19. Recommendations for Formal Feedback- Marking Period Grades • Provide staff development to assist in establishing criteria/standards for best practices in the process of assessment and grading • Teachers delivering similar course content will work with administrators and supervisors to develop consistent weighting components to calculate grades.

  20. Marking Period Grades Continued: • Established grading scale equivalents will be implemented in all subject areas.

  21. Recommendations for Change in Flow and Sequence of the Assessment Process • Students may have 3-4 tests in one day. Teachers will notify students well in advance. • Teachers/guidance counselors/parents will help students develop time management and test preparation strategies.

  22. Flow and SequenceContinued: • The time of the administration of AP placement tests will be rescheduled to a more convenient time, yet support the master scheduling process at LHS. • Teachers/administrators/supervisors will meet to determine the needs/timing of mid-term exams. • Schedule for projects over break will be expanded to include either one week prior or one week after the break prior to the due date of the project.

  23. Goals and Proposed Initiatives for 2008-09 • Work with teachers to revise comments and codes for progress reports • Develop a Grading and Reporting Handbook for Middle and High School Teachers (Gr. 6-12 committee) • Provide staff development/training for faculty, students, and parents on assessment and grading

  24. Goals Continued: • Student Goal: learn to be a self-advocate with respect to the learning process and individual growth • Faculty Goal: continue to grow as professional learning communities to collaboratively create common assessments that provide benchmarks to inform students of their progress • Parent/Guardian Goal: assist students in developing a self-advocacy role while providing an appropriate support system along the way

  25. Goals Continued: • Home and School Partnership Goal: Faculty and parents/guardians must work together to respect one another’s roles in the learning process while guiding the students in taking ownership and responsibility for their journey of knowledge/development.

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