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How to Grade for Learning Package 2 Presented by Ken O’Connor Assess for Success Consulting

How to Grade for Learning Package 2 Presented by Ken O’Connor Assess for Success Consulting kenoc@aol.com. 1. 2. 3. 4. 5. 6. O’Connor, K., How to Grade for Learning, Corwin, 2002, 46. 7. 8. 9. 10. 11. Guideline #1. 12. 13A. 13B. 13C. 14. Guideline #1. Stiggins, et al,

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How to Grade for Learning Package 2 Presented by Ken O’Connor Assess for Success Consulting

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  1. How to Grade for Learning Package 2 Presented by Ken O’Connor Assess for Success Consulting kenoc@aol.com 1

  2. 2

  3. 3

  4. 4

  5. 5

  6. 6 O’Connor, K., How to Grade for Learning, Corwin, 2002, 46

  7. 7

  8. 8

  9. 9

  10. 10

  11. 11

  12. Guideline #1 12

  13. 13A

  14. 13B

  15. 13C

  16. 14

  17. Guideline#1 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004, 289 15

  18. Guideline#1 Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004, 289 16

  19. Guideline #1 17

  20. Guideline#1 Shorewood School District, WI 18

  21. Guideline#1 19

  22. Guideline#2a 20 O’Connor, K., How to Grade for Learning, Second Edition, Corwin, 2002, 71

  23. Guideline #2a 21

  24. Guideline #2a 22 O’Connor, K., How to Grade for Learning, Second Edition, Corwin, 2002, 81

  25. Guideline #2a 23 Source: San Juan School District, CA

  26. Guideline #3a Sum total of everything students do in school/classroom Select a representative sampling of what students do Product Process Assessment of students using observation over time Assessment tasks e.g. • learning logs e.g. • performances Product Assessment tasks, • journals • presentations Assessment Tasks e.g. • performances • portfolios • tests/quizzes/examinations • presentations • teacher observations/anecdotal notes • culminating demonstrations e.g. • performances • tests/quiz • presentations • culminating demonstration Attitude/Learning Skills/Effort • tests/quizzes/examination • enjoys learning • culminating demonstration • questions/investigates class participation • • works independently • completes assignments • completes research/projects • cooperates with others • respects others ACHIEVEMENT • resolves conflicts • attendance, punctuality • reflects and sets goals Reporting Variables Report Card Grading Variables 24 (Desirable Behaviors) (Standards) O’Connor, K., How to Grade for Learning, Second Edition, Corwin, 2002, 42

  27. Guideline #3a 25

  28. Guideline #3a 26

  29. Guideline #4 27 Developed by Ruth Sutton

  30. Guideline #4 28

  31. Guideline #4 29

  32. Guideline #4 Source: Sandy Wilson, Rutherford HS, Bay District Schools, FL 30

  33. Guideline #4 31

  34. Guideline #4 Source: Sandy Wilson, Rutherford High School, Bay District Schools, FL 32

  35. Sample Assessment Plan Guideline #4 Formative Assessment for Unit 1 Summative Assessment for Unit 1 33

  36. Guideline #5 34

  37. Guideline #6 35

  38. Guideline #6 From Guskey and Bailey Developing Grading and Reporting Systems for Student Learning, Corwin, 2001 36

  39. Guideline #6 37

  40. Guideline #6 38

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  42. 40

  43. 41

  44. 42

  45. 43

  46. 44

  47. 45

  48. 46

  49. 47

  50. Stiggins, et al, Classroom Assessment for Student Learning, ATI, Portland, OR, 2004, 328 48

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