Proficiency-Based GradingProficiency-Based Grading

Adam WilliamsAdam Williams

adam@progradebook.comadam@progradebook.com

Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction

DEFINITIONS:DEFINITIONS:Proficient: well advanced in a branch of knowledge.

giving students grades based on their ability to demonstrate sufficient advancement in a particular topic. The intent is that student grades are tied more closely to what the student knows; achievement more closely matches ability.

Proficiency based gradingProficiency based grading::

Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction

What does it look like?What does it look like?

Students receive grades and feedback on a skill by skill basis.

Progress is promoted through clear Progress is promoted through clear expectations and multiple opportunities.expectations and multiple opportunities.

Students endeavor to demonstrate proficiency in a specific set of skills.

Departure from points and averages

Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction

• Example Report Card:Example Report Card:

Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction

History:History:

Time-Based: Time-Spent = Credit•Carnegie Units

Proficiency-Based: What Student Knows = Credit“You gotta know to grow.”

Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction

Models:Models:•Out of Class:

Students learn topics that might not otherwise be taught in school.

•Prior Knowledge:Students come with prior knowledge, demonstrate proficiency and get credit.

•In Class:

6 Steps to Using Proficiency-6 Steps to Using Proficiency-based Gradingbased Grading

Image: Francesco Marino / FreeDigitalPhotos.net

Step #1Step #1STANDARDSSTANDARDS

Step #1Step #1STANDARDSSTANDARDS

Know your standards Know your standards

Identify the standards for which students will need to show proficiency

UnpackingUnpacking

More specific learning targets for students to focus on. Skills, outcomes, targets?

““Kid Language”Kid Language”

Step #1Step #1STANDARDSSTANDARDS

• Oregon language:Oregon language:• ““Factor quadratic expressions limited to Factor quadratic expressions limited to

factoring common monomial terms, perfect-factoring common monomial terms, perfect-square trinomials, differences of squares, and square trinomials, differences of squares, and quadratics of the form x^2 + bx + c that factor quadratics of the form x^2 + bx + c that factor over the integers.”over the integers.”

• Kid Language:Kid Language:• ““I can factor quadratic expressions completely, I can factor quadratic expressions completely,

including common factors.”including common factors.”

Step #2Step #2LEVELS OF PROFICIENCYLEVELS OF PROFICIENCY

What is proficiency in your course, at your What is proficiency in your course, at your level?level?

What should students be able to do in order for you to say they're proficient in each standard?

How many levels on your proficiency scale?How many levels on your proficiency scale?

Step #2Step #2LEVELS OF PROFICIENCYLEVELS OF PROFICIENCY

• Examples of Proficiency Scales:Examples of Proficiency Scales:

“Make everything as simple as possible, but not simpler. “ - Einstein

• Keep in mind different learner levelsKeep in mind different learner levels

Step #3Step #3SCORING GUIDES and SCALESSCORING GUIDES and SCALES

Step #3Step #3SCORING GUIDES and SCALESSCORING GUIDES and SCALES

Relate scales to levels of proficiencyRelate scales to levels of proficiency

For each skill: What demonstrates “Nearly”? “Proficient”? “Exceeds”?

Numeric ScaleNumeric Scale

Whole points / half points?

Step #3Step #3SCORING GUIDES and SCALESSCORING GUIDES and SCALES

• Example Generic Scoring Scale:Example Generic Scoring Scale:

Adapted from: “Classroom Assessment and Grading That Adapted from: “Classroom Assessment and Grading That Work”, Marzano 2006. Work”, Marzano 2006.

Step #3Step #3SCORING GUIDES and SCALESSCORING GUIDES and SCALES

Scoring Scale with Levels:Scoring Scale with Levels:

Step #4Step #4ASSESSMENTSASSESSMENTS

Step #4Step #4ASSESSMENTSASSESSMENTS

Scoring-scale alignmentScoring-scale alignment

Assignment Rubrics

All scores should be possible an each assessment

DifferentiationDifferentiation

Scoring-scale alignmentScoring-scale alignment

BLOOM’S TAXONOMYBLOOM’S TAXONOMY

http://www.teachervision.fen.com/tv/printables/misc07/BloomsTaxonomyVerbs.pdf

BLOOM’S TAXONOMYBLOOM’S TAXONOMY

Levels for differentiationLevels for differentiation

What level(s) are tasks assessing?What level(s) are tasks assessing?

What about the higher levels?What about the higher levels?

Which levels demonstrate proficiency?Which levels demonstrate proficiency?

Which levels are used in your standards?Which levels are used in your standards?

ASSESSMENT ISSUESASSESSMENT ISSUES

Common assessments?Common assessments?Who'll develop?Who'll develop?

SufficiencySufficiencyWhat will reflect the standards the course covers?What will reflect the standards the course covers?Volume and level Volume and level How much information/data is enough?How much information/data is enough?

Make-ups, Retakes, RetrysMake-ups, Retakes, RetrysAbsences, “bombs”, progress Absences, “bombs”, progress

Step #5Step #5GRADING SYSTEMGRADING SYSTEM

How many standards per term, credit, etcHow many standards per term, credit, etc12 – 16 Per Credit (1 year)12 – 16 Per Credit (1 year)

6 – 8 per half-credit 6 – 8 per half-credit

3 – 4 per quarter-credit3 – 4 per quarter-credit

Percentages and grade scalesPercentages and grade scalesPercentages can be ambiguous, Scales Percentages can be ambiguous, Scales carry meaningcarry meaning

ScoresScores, not points., not points.

Extra Credit.....Extra Credit.....

Step #5Step #5GRADING SYSTEMGRADING SYSTEM

What about “learner skills”?What about “learner skills”?Behavior, attendance, homework, subject Behavior, attendance, homework, subject specific skills. specific skills.

Do these count toward class grade?Do these count toward class grade?HomeworkHomework

All standards = “Proficiency Based Grading”,All standards = “Proficiency Based Grading”,

““Proficiency Referenced Grading”....Proficiency Referenced Grading”....ScoresScores, not points., not points.

LateworkLatework

How many standards are students How many standards are students required to be proficient in to earn credit?required to be proficient in to earn credit?

Step #5Step #5GRADING SYSTEMGRADING SYSTEM

Using 0'sUsing 0's On most scales “Not Proficient” = 0

Does a missed assessment = “Not Proficient”

Use “0” only when evidence supports it

What if a student misses an assessment

Let them make it upLearner skills portionWhat if they don't make it up?

Step #6Step #6TEACHING PATTERNTEACHING PATTERN

Pre-assessPre-assess

Teach content at appropriate levelsTeach content at appropriate levels

Make standards available and obviousMake standards available and obvious

“Today we're continuing to work on....”

Match to your work with standards and scales

Bloom's Taxonomy

Step #6Step #6TEACHING PATTERNTEACHING PATTERN

Frequent, quality feedbackFrequent, quality feedback

Multiple OpportunitiesMultiple Opportunities

Provide ExemplarsProvide Exemplars

Allow students to demonstrate progress

Identify ErrorsRequire Students to Correct ErrorsProvide Correct ResponsesAreas of strength, areas of weakness(Marzano, Pickering, & Pollock, 2001)

OverviewOverview

• Steps 1-5: PrepareSteps 1-5: Prepare– 1. Identify key standards and skills1. Identify key standards and skills– 2. Identify levels of proficiency2. Identify levels of proficiency– 3. Develop your scoring guide/scale3. Develop your scoring guide/scale– 4. Plan for assessments4. Plan for assessments– 5. Grading System5. Grading System

Step 6: Teach your studentsStep 6: Teach your students

GRADING CONSIDERATIONSGRADING CONSIDERATIONSThe power law of learningThe power law of learning

The “Learning Curve”

• Imagine Sally learns according to Imagine Sally learns according to the typical learning curve and has the typical learning curve and has completed three assessments.completed three assessments.

GRADING CONSIDERATIONSGRADING CONSIDERATIONS

Strict Average and the Progressing Student:Strict Average and the Progressing Student:

GRADING CONSIDERATIONSGRADING CONSIDERATIONSIf Sally scored nothing but If Sally scored nothing but

3.5's into the future, how 3.5's into the future, how long until her average long until her average reaches the 3.0 level?reaches the 3.0 level?

Strict average doesn't truly reflect Strict average doesn't truly reflect student progress because it weights student progress because it weights every attempt equally.every attempt equally.

If a student scores a 0, it takes three 4.0's to If a student scores a 0, it takes three 4.0's to move the average up to 3.0move the average up to 3.0

GRADING CONSIDERATIONSGRADING CONSIDERATIONSPower law regression is a better summary Power law regression is a better summary

of student progress (Marzano, 2006)of student progress (Marzano, 2006)

Includes time as a Includes time as a variable.variable.

Earliest attempts are given Earliest attempts are given less weight than more less weight than more recent attempts.recent attempts.

If a student scores a 0, it only takes one 4.0 If a student scores a 0, it only takes one 4.0 to move the summary up...to 4.0to move the summary up...to 4.0

GRADING CONSIDERATIONSGRADING CONSIDERATIONSWhat if students don't fit “the curve” What if students don't fit “the curve”

perfectly?perfectly?

Power-law regression finds the closest fitting curve to summarize student proficiency.

Examples....

““CALCULATING” PROFICIENCYCALCULATING” PROFICIENCY

Per standard: Strict Average, Power Law...Per standard: Strict Average, Power Law...

Taking student's most recent score isn't always best.

Sometimes Power Law is better, sometimes average.

Multiple OpportunitiesMultiple Opportunities

““CALCULATING” PROFICIENCYCALCULATING” PROFICIENCY

Final/Class grade calculationFinal/Class grade calculation

Composite score of proficiency levels

Weighted average of summaries – more important skills are weighted more heavily.

Weighted average is turned into a letter grade.

““CALCULATING” PROFICIENCYCALCULATING” PROFICIENCYMy Final Grade Scale:My Final Grade Scale:

0.0 – 1.75 = F1.76 – 2.25 = D2.26 – 2.75 = C2.76 – 3.25 = B3.26 – 4.00 = A

Marzano Suggests:Marzano Suggests: 0.0 – 1.50 = F1.51 – 2.00 = D2.01 – 2.50 = C2.51 – 3.00 = B3.01 – 4.00 = A

““CALCULATING” PROFICIENCYCALCULATING” PROFICIENCY

Reporting Student ProgressReporting Student Progress

Progress reports should show standards with all results, and proficiency summary

Graphical Reports

PROGRESS REPORTSPROGRESS REPORTS

PROGRESS REPORTSPROGRESS REPORTS

PROGRADEBOOK.COMPROGRADEBOOK.COM

Proficiency-based, online grade book Proficiency-based, online grade book solutionsolution

StandardsStandardsPower law/AveragePower law/AverageReportsReportsCommunicationCommunicationFreeFree

PROGRADEBOOK.COMPROGRADEBOOK.COMStandards Entry and Weighting:Standards Entry and Weighting:

PROGRADEBOOK.COMPROGRADEBOOK.COM Importing State StandardsImporting State Standards

PROGRADEBOOK.COMPROGRADEBOOK.COMProgress ReportsProgress Reports

PROGRADEBOOK.COMPROGRADEBOOK.COMGraphical Progress ReportsGraphical Progress Reports

PROGRADEBOOK.COMPROGRADEBOOK.COMStudent and Parent Online AccessStudent and Parent Online Access

CONCLUSIONCONCLUSION

• Adam WilliamsAdam Williams• adam@progradebook.comadam@progradebook.com

• Power point presentation available at: Power point presentation available at: • http://www.progradebook.com/http://www.progradebook.com/

summer.pptsummer.ppt

ReferencesReferences• Marzano, R. J. (2006). Classroom Marzano, R. J. (2006). Classroom

Assessment and Grading that Work. Assessment and Grading that Work. Alexandria, VA: Association for Supervision & Alexandria, VA: Association for Supervision & Curriculum Development.Curriculum Development.

• Marzano, R., Pickering, D., & Pollock, J. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. (2001). Classroom instruction that works. Alexandria, VA: ASCD.Alexandria, VA: ASCD.

• O'Connor, K. (2007). A repair kit for grading: O'Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: 15 fixes for broken grades. Portland, OR: Educational Testing Service.Educational Testing Service.