Aligning School-wide Grading Practices to LearningTim Brown

browncharl2@gmail.com Twitter: @ctimbrown

“Could the straggling thoughts of individuals be collected, they would frequently form materials for wise and able men to improve into useful matter.” -Thomas Paine, Common Sense

Essential Questions • Should grading practices be left to the discretion of

individual teachers? • What should a grade represent?• What grading practices align to the mission of the school and

what we know about learning? • What factors should teachers use to determine students’

grades?• Are those factors aligned throughout the school? • Where are we now and where will we go from here?

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Developing a Common Language of Learning

Principles of Learning Grading Practices That Support the Principle

Learning is continuous

Without the opportunity to correct, learning is likely to stop

We learn best in a positive environment

We improve with multiple attempts

Effort and proper preparation are the main determinants of success

The brain is chunking, swirling, and searching for connections as we learn

People are wired differently with different experiences

We work harder and longer when we are internally motivated

Stress overload diminishes performance resulting in fight or flight

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Defining the Purpose of Grading

Reflection Question

Answer

What do you believe are the major reasons we use report cards and assign grades to students’ work?

Ideally, what should a grade represent?

Are any of the factors incongruous with what a grade should represent or the stated purpose of grading?

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Survey of Grading Practices

Please report the use of the following grading practices by members in your department. Repeat the survey with department members at your next meeting

DepartmentName________________________________________________________________________________

Grading Practice All Most Evenly Divided

Some Very Few None

Averaging zeroes for missing work

Grades based on 100% Scale

Grades based on four point proficiency scales

(Describe other grading scales that are in use)

Averaging scores to determine quarter/semester grades

Drop lowest test score when averaging for a students’ grades

Use score that appears most often to determine students’ overall grades

Use most recent score to determine students’ grades

Grading on a curve

Assigning extra credit to boost students’ grades

Assigning points for attendance

Regularly assign and grade homework as summative events

Assign homework but do not grade as summative events

Using non-academic tasks as part of the grade

Use of “quizzes” as part of the summative grade

Allowing students to re-assess and receive the higher grade

Allowing students to re-assess but limit grade earned

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No late work accepted -- student receives a zero

Late work accepted with a reduction in point value(record min. to max. percent deducted)Late work accepted with no reduction in point value

Insist students demonstrate mastery of standards

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District Guideline on Homework • Meaningful and relevant to learning targets and an extension of class

• Opportunity to apply learned skills

• Supportive environment for student success

• Opportunity to reflect on what has been learned

• Extension of time and support when needed

• Varied according to ability

• Minimal weight if any in the overall grade—homework is practice

Indicators for Homework

4 All homework assignments are completed and turned in on time.

3 Only one or two homework assignments are missing or incomplete.

2 Three to five homework assignments are missing or incomplete.

1 Numerous homework assignments are missing or incomplete.

(Guskey, On Your Mark, p78

Productive HomeworkTeachers should ask the following questions to ensure homework is a productive learning experience (Schimmer, 2016):

1. Is it learning-centered? Homework should be about essential learning or standards. Homework should never be about busywork or putting in time.

2. Is it necessary? Is it necessary for students to take time from their home lives to complete an assignment?

3. Is it reasonable? Is it reasonable to expect students to complete an assignment within the time available? Is it a reasonable amount of time given the age of students?

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4. Is it high quality? Word searches and crossword puzzles, for example, are not quality tasks in lieu of other activities or family time.

5. Are students ready? Students must be ready to work independently in order for homework to be productive. Otherwise, frustration and discouragement can result. (Teachers often have to differentiate homework given the typical clusters of readiness within a given classroom.)

6. Were students involved? Homework is typically more productive when students have input on its purpose, what it entails, and how much is necessary. Do students have a choice, whenever possible, in deciding activities beyond instructional minutes?

Considering your own homework routines, circle the numbers that represent questions you have overlooked or need to give more attention.

The Potential Inaccuracies of Traditional Homework Routines

Grading homework prevents many students from working independently, and it can distort students’ true level of proficiency through factors outlined in these questions (Schimmer, 2016):

1. Whose work is it?

2. Are you that flawless?

3. Are you sure they know what to do?

4. Are you emphasizing learning or completion?

5. Will your feedback matter?

6. Where is the risk taking?

7. Are they ready to work independently?

8. Is it too early?

Alternative Homework RoutinesTom Schimmer (2016) outlines six potential alternatives to the traditional homework paradigm. These alternatives are not an exhaustive list, but they offer a different treatment of homework in lieu of students completing identical assignments for a grade or points.

Read through the list of alternative routines and reflect as individuals or discuss in table groups. 1. Make it optional. If homework is practice, there is no immediate concern

about whether every student does every question. As assessment results emerge, homework may no longer be optional for some students, and the teacher has more credibility when insisting that some students do their homework.

2. Differentiate the homework. Differentiation is primarily about

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readiness (not ability) so teachers are wise to ensure that assigned homework is a match for student abilities or learning status. If homework is too difficult, it becomes frustrating. If homework is too easy, it becomes a chore. Differentiating homework is respectful. It shows students that you understand them as learners.

3. Differentiate the pathway. Cassandra Erkens (2014) recommends starting from a point of inquiry and exploration that uses three pathways. The homework assigned to students is the same, but their response or pathway varies: 1) Students who are confident they have mastered homework content should generate three questions that could be used on a quiz or a test; 2) Students unsure of their level of mastery should attempt three to five more problems to extend their practice; 3) Frustrated students should stop working on the assignment and generate questions about their struggles so the teacher can assist the following day.

4. Differentiate the response. This strategy stands alone or works as an extension to differentiate a pathway. Once homework results are clear, students are divided into three groups. First, students who mastered the content can work independently on extension activities. Second, students short of mastery can pair with another student to surpass their hurdles. Third, students who remain frustrated work directly with the teacher in a small group. An atypical distribution within any of these groups would indicate that another tactic, such as reteaching the lesson, is needed.

5. Peer correctives. Upon entering class, students work with a partner to reconcile unresolved issues that emerged while homework was being completed. It is beneficial to have students work with strategically organized groups. While there are times where heterogeneous partnerships add real value, this is a case where homogeneous pairings are optimum. Each student should offer something to the other. If students at opposite ends of learning are paired, the student at the low end is unlikely to contribute anything of substance.

6. Distribute homework strategically over time. Frequent, short practice sessions early in the learning are most beneficial (Dean et al., 2012). Over time, as students deepen their knowledge and understanding, practice sessions and homework can be staggered farther apart and require multiple sessions or days to complete. Early in the learning, the immediacy of feedback is critical. Later, students may be ready to self-regulate and provide self-assessment prior to their teacher’s input.

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Reassessment: Classroom Level

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7 8 9 10

On a scale of 1–10, I am a ________ when it comes to the practice of reassessment. To move to a

____________ (3+ score) I would need or would need to know or do:

Reassessment the Right Way

There is no one way to do reassessment, but Tom Schimmer (2016) identifies five key aspects that should be present to ensure effective reassessment practices:

1. Learning matters. Something has to change between the first assessment and the second assessment for the student to succeed. Scheduling a do-over doesn’t work—it simply produces similar results.

2. Standards matter. Reassessment focuses on new evidence of proficiency against the standards, not necessarily a replication of the previous event.

3. Timeliness matters. Reassessment is best when it happens in short order while learning is fresh and relevant.

4. Flexibility matters. Establishing a time to be ready for reassessment may vary, given the scope of the material and the specific learning needs of each student.

5. Accurate use matters. The new evidence that results from the reassessment must be used appropriately and accurately. New evidence will either trump the old evidence or force a contextual reconsideration.

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Keys for Reassessing Students: What Are Your Strengths and Areas of Consideration

“We get it” ~ Our team understands the “what” and the “why” of this key“We’ve got it” ~ All team members engage and implement this key at a high level“We’re good” ~ It’s working

Key Considerations for Reassessing Students’ Learning

“We get it”

“We’ve got it”

“We’re good”

Teachers are continuously establishing a “success for all” culture and have explained and reinforced with their students that assessments are tools for measuring and nurturing mastery of essential outcomesThere is a written plan in place for “re-takes” that has been collaboratively designed and clearly articulated to the studentsStudents clearly understand the desired learning outcomes and have been informed of how they will be assessed at the beginning and throughout the unit of studyStudents have experienced and interacted with the expected outcomes and assessment formats throughout the unit of instruction (formal and informal) Students have been given feedback (quantitative and verbal) on their current level of performance regarding the desired outcomes throughout the unit of instructionClass time is used to have students reflect on their current levels of mastery. What is working and/or what isn’t working regarding effort and preparation. Terms like “Inactive grades”, “temporary grades” and “formative assessment are used with and understood by studentsThere is a defined process and structure where students communicate with another person about their current level of performance as it relates to the unit goals and objectives

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Key Considerations for Reassessing Students’ Learning

“We get it”

“We’ve got it”

“We’re good”

Students take a practice test and analyze their results in preparation for the end of the unit test. They spend time determining areas of strengths and areas of need regarding the stated learning outcomesTime is given in class to differentiate instruction, reteach, provide independent practice or form study groups related to specific areas of need. Results of the end of the unit assessment are analyzed by teachers to develop plans and strategies for intervening with students who have not mastered the stated outcomes.Students engage in learning activities that support mastering the missed outcomes before earning the opportunity to re-take the part of the test that they did not master. Below proficient students are “required” to participate in the re-take process instead of being “invited” to participate in the processStudents who mastered the outcomes on their first attempt are provided engaging opportunities for exploration when appropriate. “Re-take” scores are recorded as “learning” scores when recording grades

Based on our discussion of these keys, what do we need to do to strengthen this assessment practice?

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Tenth Grade Chemistry Chemical Reactions Unit

1. I can identify synthesis reactions.

2. I can identify decomposition reactions.

3. I can identify single and double replacement reactions.

4. I can identify combustion reactions.

5. I can predict the products of combustion reactions.

6. I can predict the products of single and double replacement reactions.

7. I can write chemical equations in words.

8. I can write chemical equations in symbols.

9. I can balance chemical equations.

Anyone who is too busy to reflect... is too busy to learn

Chemical Reactions Unit

Prepare for your success by reflecting on how you did on the Practice Test (Left hand side of the chart).

Question Key Learning

Solid Had Doubts Guessed Got It Right Got It Wrong

Simple Mistake

Misread Question

Need to Re-Study

1 1

2 2

3 3

4 7

5 3

6 3

7 9

8 6

9 2, 9

10 3

11 4, 6, 9

12 5

13 5

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PREPARING FOR SUCCESSDetermine what are you strengths and what you need to study the most based on your Reflection Sheet.

MY STRENGTHS: Learning Target # Learning Target or Problem Description

MY HIGHEST PRIORITY FOR STUDYINGLearning Target # Learning Target or Problem Description

WHAT I NEED TO REVIEW: Learning Target # Learning Target or Problem Description

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IDENTIFYING MY STRENGTHS AND AREAS FOR IMPROVEMENTName: Assignment: Date: Please look at your corrected test and mark whether each problem is right or wrong. Then look at the problems you got wrong and decide if you made a simple mistake.

Problem Learning Target Right WrongSimple

MistakeMore Study

1 Place Value: Write numerals in expanded form to 10 thousands place

2 Place Value: Write numerals in expanded form to 10 thousands place

3 Place Value: Write numerals in expanded form to 10 thousands place

4 Place Value: Identify place value to the thousands place

5 Place Value: Put numbers in order through the thousands

6 Place Value: Put numbers in order through the thousands

7 Place Value: Put numbers in order through the thousands

8 Write fractions to match models

9 Write fractions to match models

10 Write fractions to match models

11 Write fractions to match models

12 Subtract 3-digit numbers with borrowing

13 Subtract 3-digit numbers with borrowing

14 Subtract 3-digit numbers with borrowing

15 Subtract 3-digit numbers with borrowing

16 Measurement: Read time to the nearest minute

17 Measurement: Read a thermometer

18 Measurement: Know how much a liter is

19 Measurement: Know how long a centimeter is

20 Measurement: Choose the right tool to measure length, weight, liquid, and temperature

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THE PROBLEM WITH PERCENTAGE GRADES

TYPICAL LETTER GRADING SCALEF D C B A

FAILURE PASSING PASSING PASSING PASSING

PERCENTAGE GRADING SCALE0 10 20 30 40 50 60 70 80 90

FAILURE PASSING

The Problem of Averaging Scores

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Scaled ScoreScience Example

Topic Proficiency ScaleDomain: Scientific Thinking and Practice

Topic: Scientific Method Research and Application4.0 Going Beyond

My understanding goes beyond all of the Complex Learning Goals

3.5 My understanding goes beyond some of the Complex Learning Goals

3.0Grade Level Target(Complex Goal)

I know all of the Simple and Complex Learning Goals

Understand how bias can affect scientific investigations and conclusions.(7.1.1.11.1)Understand how to critique procedures used to investigate7.1.1.11.2)Understand how to analyze and evaluate scientific experimentsUnderstand how to use a variety of print and web resources, inform investigations, and answer a scientific hypothesis. 7.1.1.1.1)

2.5 I know all of the Simple Learning Goals plus some of the Complex Goals

2.0Grade Level Foundation(Simple Goals)

I know all of the Simple Learning Goals

Know the Six-Step Vocabulary: N/A

I know how to recognize bias in scientific investigationsI know procedures used to investigate a hypothesisI know the parts of a scientific investigationI know how to identify appropriate print and web resources for scientific investigations.

1 I know some of the Simple Goals

0 No evidence of knowing the Learning Goals

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A PROPOSED GRADING POLICY

1. Grading procedures shall be related directly to stated learning goals.

2. Criterion-referenced standards shall be used to distribute grades and marks.

3. A. Individual achievement of stated learning goals shall be the only basis for grades

B. Effort, participation, attitude, and other behaviors shall not be included in grades but shall be reported separately unless they are a stated part of a learning goal.

C. Late work shall be handled as follows:

1. Teachers may set due dates and deadlines for all marked work that will be part of a student’s grade

2. Work handed in late if penalized shall not exceed 2% per day to a maximum of 10%.

3. Teachers may exempt students from penalties

4. Care should be taken to ensure that penalties (if used) do not distort achievement or motivation.

D. Absences shall be handled as follows:

1. Student shall not be penalized only for absence

2. Absent students shall be given make-up opportunities for all missed summative assessments (marked work that will be part of student grades) without penalty

E. Incomplete work shall be handled as follows:

1. Work that is not submitted will be identified as I (incomplete). Zeros will not be used.

2. Students are expected to complete all required work and will be given opportunities to do so.

3. In determining grades, teachers must decide whether they have sufficient evidence of achievement. If not, the grade recorded shall be an I for Insufficient Evidence/Incomplete. Where credits are involved, an I means no credit until the missing work is completed and the grade is updated.

4. A. Teachers shall mark and/or provide feedback on formative assessment.

B. Marks from formative assessment shall not be included in grades.

C. Marks from summative assessments only shall be included in grades.

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5. A. Where repetitive measures are made of the same or similar knowledge, skills, or behaviors, the more recent mark or marks shall replace the previous marks for grade determination.

B. Second chance (or more) assessment opportunities shall be made available to students; students shall receive the highest, most consistent mark, not an average mark for any such multiple opportunities.

6. A. Grades shall be determined to ensure that the grade each student receives is a fair reflection of his or her performance.

B. Consideration shall be given to the use of statistical measures other than the mean for grade calculations; for example, consider using median or mode.

C. Grades shall be weighted carefully to ensure the intended importance is given to each learning goal and to each assessment.

7. A. Teachers shall use quality assessment instruments. “Each assessment must meet five standards of quality. It must arise from a clearly articulated set of achievement expectations, serve an instructionally relevant purpose, rely on a proper method, sample student achievement in an appropriate manner, and control for all relevant sources of bias and distortion that can lead to inaccurate assessment. All assessments must be reviewed and adjusted as needed to meet these standards. (Stiggins 2001)

B. Teachers shall properly record evidence of student achievement on an ongoing basis.

8. A. Teachers shall discuss assessment with students, in an age appropriate manner, at the beginning of instruction. Where feasible, students shall be involved in decisions about methods of assessment and scoring scales.

B. Teachers shall provide to students and parents a written overview of assessment, including grading, in clear, easily understandable language during the first week of classes in each course or grade.

C. Teachers shall provide students with a written overview in clear, easily understandable language, indicating how each summative assessment throughout the course will be evaluated before each such assessment is administered.

How to Grade for Learning: Linking Grades to Standards

Ken O’Connor

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The challenge confronting a school that has engaged in the collective consideration of a topic is answering the question “So what?” What, if

anything, are we prepared to do differently?

What are some things you are on board with?

What are some things that you are still thinking about?

What things are you ready to implement?

What is a realistic timeline for each phase of the activity?

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