2012 FEATURING KEN O’ CONNOR’S A REPAIR KIT FOR GRADING: 15 FIXES FOR BROKEN GRADES & HOW TO...

2012

FEATURING KEN O’ CONNOR’SA REPAIR K IT FOR GRADING: 15 F IXES FOR BROKEN GRADES

&HOW TO GRADE FOR LEARNING K-12

A Repair Kit for Grading: 15 Fixes for Broken Grades

SURVEY ON MARKING AND GRADING PRACTICES

15 Fixes User Guide Appendix C

1. Explore cutting edge research on grading2. Reflect upon assumptions about grading3. Consider alignment between grades and

learning4. Reflect on personal and systemic grading

practices

OUTCOMES

1. 15 FIXES Setting the Stage2. 15 Fixes Book Exploration

Introduction Fixes 1-6

3. Lunch4. 15 Fixes Book

Fixes 7-10 Fixes 11-12 Fixes 13-15 Summary

5. Change Process6. Action Planning

AGENDA

1. Listen. Don’t talk over each other.2. Be open to each other’s ideas3. Ask questions4. Begin and end on time5. Silence cell phones 6. Take calls outside7. Take related conversations outside8. “Please bring your conversations to a

stopping point. Thank you for bringing your conversations to a close.”

WORKING AGREEMENTS

1. Student2. Educator/Teacher/Administrator3. Employee4. Parent

FOUR PERSPECTIVES

FIXES TO SUPPORT LEARNING

Application Activity #1 : Case Study 6, All or Some, Page 31 in How to Grade for Learning.

Parachute-Packing Test Scores1. Read Case Study 6. 2. Reflect on these questions:

• Which student will you choose to pack your parachute? Why?

• If these were scores in a typical teacher’s grade book, which students would pass? Fail?

• Is there any discrepancy between your answers to the above two questions? If so, why?

Books:1. A Repair Kit for Grading: 15 Fixes for

Broken Grades (AKA “15 Fixes”) Study Guide for A Repair Kit for Grading :

15 Fixes for Broken Grades2. How to Grade for Learning K-12

School Improvement Webpage: http://schoolimprovement.kentisd.org

MATERIALS & RESOURCES

http://schoolimprovement.kentisd.org/

1. 702. 603. 04. 805. 06. 807. 958. 95

WHAT FINAL GRADE SHOULD THIS STUDENT RECEIVE?

1. What’s in an A, B, C, D, E or F?2. Averaging grades (60)3. Median (75)4. Zeros (2 zeros)5. Formative vs. Summative (last

three grades at 80, 95 and 95)6. Most recent learning (95 is final)7. Grading policy8. Feedback/communication with

students?

ESSENTIAL QUESTIONS

For whom do we grade? What is the purpose of grades? What should a grade tell

us? Is grading primarily about growth or about amount of knowledge?

What is a “fair” grade? What does fairness in grading mean?

What should be included in a grade? What are the implications of including factors besides achievement in grades?

Should grades reflect credit for doing, credit for learning, or both?

How can grading distort student achievement? How can the quality and organization of evidence impact

students’ grades? What is the relationship between learning and grading?

ESSENTIAL QUESTIONS

How confident are you that the grades students get in your school are:

• Consistent,• Accurate,• Meaningful and• Supportive of Learning?

What is your evidence?

If grades do not meet these four conditions of quality, they are “broken,” i.e., ineffective.

--Ken O’Connor

Purposes for Grading

Communicate the achievement status of students to parents, (students), and others.

Provide information that students can use for self-evaluation.

Select, identify, or group students for certain educational paths or programs.Provide incentives to learn.Evaluate the effectiveness of instructional

programs

Guskey, Thomas R. (Editor), Communicating Student Learning: The1996 ASCD Yearbook, ASCD, Alexandria, VA, 1996, 17

GRADING INVENTORY

• Using the grading inventory, individually identify the percentage of your grades allocated to each category.

• Compare your list with two colleagues.

• Conversation:• What similarities or differences exist between your

inventories?• Why might the differences exist? Should differences

exist?• What grading issues arise from this conversation?

Culture of Learning Culture of Performance

Success is defined by improving the level of competence

Focused on Process Goals – job is to learn how to do something

Growth Mindset – intelligence and ability can be increased

Success means doing better than others or achieving at a superior level

Focused on Product Goals – job is to finish a task

Fixed Mindset – Intelligence and ability are fixed

School Culture

Reflection1. What is the result of having one kind of culture vs. the other kind of

culture?2. What kind of culture should a school promote? How does a school’s

perspective on these cultures impact students?3. How do these cultures impact how we teach, how we assess, how we

grade?4. What culture is prevalent in your building? How do you know? What is

the impact?

UNDERPINNING ISSUES

“There are three underpinning issues we must consider before addressing the specifics of how to determine grades. They are fairness, motivation, and objectivity and professional judgment.” O’Connor, p. 9.

Divide into groups of 3 to read pp. 7 – 12. Each person reads one section: Fairness, Motivation, Objectivity and Professional Judgment.

When everyone in your group has completed the reading, each person shares one quote from the section and explains its relevance.

FIXES FOR PRACTICES THAT DISTORT ACHIEVEMENT

Fixes 1-6

Read your assigned Fix. On a piece of chart paper, list the following: The gist of the Fix (according to the text) Arguments for using the Fix through the lens of a:

Teacher Student

Choose who will report out to the larger group. Recall that your listeners have not read your content.

Fix 1: Don’t include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievement.

Fix 2: Don’t reduce marks on “Work” submitted late; provide support for the learner.

Fix 3: Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievement

Fix 4: Don’t punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement.

Fix 5: Don’t consider attendance in grade determination; report absences separately.

Fix 6: Don’t include group scores in grades; use only individual achievement evidence.



WHAT’S MY THINKING NOW?

How might I use Fixes 1-6 now? Why?

LUNCH

Lunch Break

FIXES FOR LOW-QUALITY OR POORLY ORGANIZED EVIDENCE

Fixes 7-10

Form a table group of 6 and choose a partner within that group. Assign readings as follows: Partner group 1 – Fix 7, pp. 58-66 Partner group 2 – Fix 8, pp. 67-78 Partner group 3 – Fixes 9 and 10, pp. 79-88

Each partner group reads its section using the blue “Say Something” protocol.

With the total table group, each partner group shares a brief summary of their section and two “say somethings.”


Fix 7: Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals.

Fix 8: Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations.

Fix 9: Don’t assign grades based on student’s achievement compared to other students; compare each student’s performance to present standards.

Fix 10: Don’t rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments.

THE KEYS TO QUALITY ASSESSMENT

Key 1: Clear Purpose: Why assess?Key 2: Clear Targets: Assess what?Key 3: Sound Design: Assess how?Key 4: Effective Communication: Communicate

how?Key 5: Student Involvement: How are students

involved?

Review the chart on page 83. Think about assessment in your classroom/building/district. Which of the keys are most evident in your classroom?”

Discuss highlights with elbow partner.

FIXES FOR INAPPROPRIATE GRADE CALCULATION

Stand up. Form a group of four. Further, divide into pairs.

1. One pair read Fix 11, pp. 90-942. Second pair read Fix 12, pp. 95-104

Use the Text Rendering Protocol sheet to reflect on what you read by choosing a word, phrase, and sentence from the chapter that summarizes a major idea from the reading

Write your word, phrase and sentence on your grey colored handout

Share your word, phrase and sentence with your group of four

Share highlights with whole group


Fix 11: Don’t rely only on the mean; consider other measures of central tendency and use professional judgment.

Fix 12: Don’t include zeros in grade determination when evidence is missing, or as punishment; use alternatives, such as reassessing to determine real achievement or use “I” for incomplete or insufficient evidence.


1. What grade should each student receive? Why?

2. Is it accurate to use the same approach with each student? Why?

3. What additional information would help you make this decision?

Assessments in Order Karen Alex Jennifer Stephen

Assessment 1 0 63 0 0








Assessment 9 90 63 100 100

Assessment 10 90 63 100 100

Total 630 630 630 630

Mean 63% 63% 63% 63%

Median 90% 63% 100% 63%

Mode 90% 63% 100% ?

“Data should be used to INFORM

not determine decisions”

Management Consultant, The Hay Group, personal conversation,

January 2002

“The use of an ‘I’ or ‘Incomplete’ grade is an alternative to assigning zeros

that is both educationally sound and potentially quite effective.”

Guskey and Bailey, Developing Grading and Reporting Systems for Student Learning, Corwin Press, 2001, 144

QUICK WRITE

How do educators lead students to change their focus from point

accumulation to learning?



How might I use Fixes 11 & 12 now? Why?

REFLECTION & EVALUATION

I arrived today thinking…

I’m leaving today thinking…

REFLECTION

Is school primarily a formative or summative experience?

How does your answer determine your grading practices?

How do your current practices align to your beliefs?

2012

FEATURING KEN O’ CONNOR’SA REPAIR K IT FOR GRADING: 15 F IXES FOR BROKEN GRADES

&HOW TO GRADE FOR LEARNING K-12

A Repair Kit for Grading: 15 Fixes for Broken Grades

I ARRIVED THINKING/I LEFT THINKING


Fixes 13-15

At your table divide into two groups. Read the chapter(s).

1. Group 1: Read Fix 13, pp. 106-1192. Group 2: Read Fixes 14 & 15, pp. 120-133

Use the “First Turn/Last Turn” protocol with “like fix” group

Share highlights with whole group


Fix 13: Don’t use information from formative assessments and practice to determine grades; use only summative evidence

Fix 14: Don’t summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement

Fix 15: Don’t leave students out of the grading process. Involve students; they can – and should – play key roles in assessment and grading that promote achievement


Application Activity #2: Huang’s Lunchtime Surprise, Page 186, in How to Grade for Learning.

Huang’s Lunchtime Surprise1. How did the English teacher and the coach use

feedback differently?2. How does quality feedback during the learning

process increase student involvement and promote achievement?

3. What does using past assessment data communicate to students about learning?

4. What information about grades is important to communicate to students prior to the beginning of a learning experience?

Fix 13

“The research indicates that improving learning through assessment depends on five, deceptively simple, key factors: The provision of effective feedback to students The active involvement of students in their own

learning Adjusting teaching to take account of the results of

assessment A recognition of the profound influence assessment

has on the motivation and self-esteem of students, both of which are crucial influences on learning

The need for students to be able to assess themselves and understand how to improve.”

“Schools use grades because it’s one of those things somebody once decided on and now everybody

goes along with it. I don’t know where it started, but I know where it stops - in the real world. You don’t see supervisors telling their employees, “Great job, I’m going to give you an A.” Or, “You really screwed up here; that’s a C-.” No, in the real world, adults get real feedback and indications of where they need

improvement.”

Littky, D., with S. Grabelle, The Big Picture, ASCD, Alexandria, VA, 2004

The key question is, “What information provides the most accurate depiction of students’ learning at this

time?” In nearly all cases, the answer is “the most current information.” If students

demonstrate that past assessment information no longer accurately reflects their learning, that

information must be dropped and replaced by the new information. Continuing to rely on past

assessment data miscommunicates students’ learning.

Guskey, Thomas R. (Editor), Communicating Student Learning: The 1996 ASCD Yearbook, ASCD, Alexandria, VA, 1996, 21

Fix #14

“We know that students will rarely perform at high levels on challenging

learning tasks at their first attempt. Deep understanding or high levels of proficiency are achieved only

as a result of trial, practice, adjustments based on feedback and more practice.”

McTighe, J., “What Happens Between Assessments”, Educational Leadership, Dec. ‘96 - Jan. ‘97, 11

46

School Level ChangeNot all change is of the same magnitude. Some changes have greater

implications than others for various stakeholders. The differences in the magnitude or “order” of change are described below:

First Order Change

An extension of the past

Within existing paradigms

Consistent with prevailing attitudes and

norms

Focused

Bounded

Incremental

Linear

Marginal

Implemented with existing knowledge

and skills

Problem and solution oriented

Implemented by experts

A break with the past

Outside of the existing paradigms

Conflicted with prevailing attitudes &

norms

Emergent

Unbounded

Complex

Non-linear

A disturbance to the whole system

Requires new skill & knowledge to

implement

Neither problem nor solution oriented

Implemented by stakeholders

Second Order Change

47

First Order Changes

Second Order Changes

Process innovationIn the boxDoing work in new ways

Radical innovation/CreativeOut of the boxDoing new work

Recognizing which changes are 1st and 2nd order

• Helps leaders select practices and initiatives that are appropriate for individuals and stakeholders

• Results in more sustainable efforts • Results in a positive impact on achievement

A negative impact will likely result • if we use 1st order change when 2nd order change is needed• if we assume that 1st and 2nd order changes have the same impact

Paraphrased from Balanced Leadership, McREL 2003

48

First and Second Order Changes

Smaller classes

Site-based councils

Ninety-minute teaching blocks

Schools within schools

First Order Change Second Order Change

Changing relationshipsand teaching strategies

Collaboration and ownership

Extended teaching and learning opportunities

New interactions and relationships

Coordinated focusedcurriculum

Teaching teams with common planning

Research shows that second order changes are more likely to lead to increased student achievement than are first order changes.

Sabotage

Confusion

Anxiety

Anger

Sporadic Change

False Starts

First Order Change

Trust Vision Skills Resources Action PlanPayoff Shared

Values/BeliefsSecond Order

Change


Values/Beliefs


Values/Beliefs


Values/Beliefs


Values/Beliefs


Values/Beliefs


Values/Beliefs


Values/Beliefs

=

Understanding Change

=

=

=

=

=

=

=

CHANGE PROCESS

• What level change is represented in 15 Fixes for Broken Grades? Why?

• What row best represents your school/district? Why?

• If you were to have conversations about grading in your building/district, how might you consider these elements of change?

CREATING THE CONVERSATION

What are our next steps as a school/department?

What are my next steps personally?

CREATING THE CONVERSATION

• Who is your audience?• Who are your allies?• What might keep you from being

successful?• On whom/what else does your success

depend?• What is the starting point? How might

you relate it to the experience of your audience?

• How will you consider the elements of change?

ACTION PLANNING TEMPLATE

Strategy(ies)How will we

accomplish our objective?

Activities

What are the specific tasks

needed to implement the

strategy?

Indicators/ Measures

How will we know if we

are successful?

Constraints What

might keep us from being

successful?

Dependencies On who/what

else outside of our team does our success

depend upon?

Resources/ Data Needed

What supplies/

information do we need?

Responsible Party

Who will accomplish this task?

TimelineBy when will this task be completed?

ESSENTIAL QUESTIONS

What insight have you gained around these essential questions?

For whom do we grade? What is the purpose of grades? What should a grade tell us? Is

grading primarily about growth or about amount of knowledge? What is a “fair” grade? What does fairness in grading mean? What should be included in a grade? What are the implications

of including factors besides achievement in grades? Should grades reflect credit for doing, credit for learning, or

both? How can grading distort student achievement? How can the quality and organization of evidence impact

students’ grades? What is the relationship between learning and grading?

SIX-WORD NOVEL

Using only six words, summarize your learning or your takeaway from the past two days.

1. Explore cutting edge research on grading2. Reflect upon assumptions about grading3. Consider alignment between grades and

learning4. Reflect on personal and systemic grading

practices

OUTCOMES

REFLECTION & EVALUATION

Printed reflection & evaluation

• Five outcomes• What are our next steps as a

school/department?• What are my next steps personally?

2012 FEATURING KEN O’ CONNOR’S A REPAIR KIT FOR GRADING: 15 FIXES FOR BROKEN GRADES & HOW TO...

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