BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module IV
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Transcript of BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module IV
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BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)
Module IV
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B.E.S.T.
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Review
• What is B.E.S.T.? Why is it important?
• What are the three goals of B.E.S.T.?•What are the first three modules of B.E.S.T., and one key concept from each?
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LearningSpark
Learning Cycle
LearningEnviron-
ment
LearningMeasure-
ment
LearningStrategies
LearningPlan for
All
Student Engagement
StudentAchievement
ContinuousTeaching
Improvement
Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Serving every student with excellence as the standard
Inclusion
RtI
SSNP
Differentiated Accountability
Model
Differentiated Instruction
National and State
Standards
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BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)
Module IV
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Module IVLEARNING MEASUREMENT:Using Assessment to Drive
Learning
How will I know if my students are
learning/have learned?
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“Effectiveness in teaching
is not defined on the basis
of what they do as teachers,
rather, it is defined by what
their students are able to do.”
--Thomas Guskey
2007
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Desired Outcomes By the end of Module IV, we will
have…• A foundation for using
assessment as a critical component of the teaching/ learning experience for us and our students
• Examples of formative assessments
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Desired Outcomes• A means for using assessment
data to track student progress,differentiate instruction, and celebrate success
• A list of criteria for both traditional and standards-based grading systems
• An awareness of assessment with RtI
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Module IV Agenda• Evaluation of created assessments
• Follow-up: Implementation of formative, differentiated assessments in the classroom
• Welcome• What & Why• Ideal School
Assessment
• Purpose and• definitions of
assessments• Examples of
assessments• RtI correlation• Grading issues
• Creating differentiated assessments
• Sorting and labeling assessments
• Discussing grading
Q IV:If?
Q I:Why?
Q II:What?
Q III: How?
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Agreements• Take responsibility for your
learning• Listen as an ally• Everyone participates; no
one dominates• Honor time limits• Silence cell phones• Have fun!
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Assessments
At your table:• Brainstorm different
assessments you use• Write one per sticky note • Whole table places notes under
pre-assessment, formative, and summative on chart paper
• Three minutes
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Why Assess?• Reflect on your current
assessment practices.• Using the ‘speedy round robin’
technique, begin with the person whose birthday is closest to this day and move around the table for each person to share (5 seconds or less) a reason why we assess learning.
• Continue until time is called.
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Why Assess?
• To determine student readiness.• To plan instruction.• To monitor student progress.• To modify instruction.• To determine mastery of
content.
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Q3Doing Type:• Hands-on• Problem solver• Goal-oriented• Active
Q2Thinking/Analytic Type:• Conceptual• Factual• Analytical• Rational
Q1Feeling Type:• Empathetic• Reflective• Caring• Sensitive
Q4Performing Type:• Spontaneous• Adventurous• Dramatic• Creative
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Your Task
• Select a Quadrant 2 learner (thinking/analytic type) to be your representative.
• Draw on your paper a picture of the ideal school culture.
• You have 4 minutes.• Designate a Quadrant 1
learner (feeling type).
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Assessment is NOT…
• Always a grade• Always pencil and paper• An ‘end-all’
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What is Assessment?
The word “assess” comes from the Latin verb ‘assidere’ meaning ‘to sit with’.
In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students.
--Green 1999
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“Assessment is today’s means of understanding how to
modify tomorrow’s instruction.”
“Assessment has more to do with helping students grow than with cataloging their
mistakes.”--Carol Tomlinson
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“Nature is like a radio band with infinite stations;
the reality you are now experiencing
is only one station on the band, completely convincing
as long as you stay tuned to it, but masking the other choices
that lie on either side.” --Deepak Chopra
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22
A Shift in the Use of AssessmentsFROM TO
Infrequent summative assessments…
Frequent common formative assessments
Assessments to determine which students failed to learn by the deadline…
Assessments to identify students who need additional time and support
Assessments used to reward and punish students…
Assessments used to inform and motivate students
Focusing on average scores… Monitoring each student’s proficiency in every essential skill
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A Shift in the Use of AssessmentsFROM TO
Individual teacher assessments…
Assessments developed jointly by collaboration
Each teacher determining the criteria to be used in assessing student work…
Collaborative teams clarifying the criteria and ensuring consistency among team members when assessing student work
An over-reliance on one kind of assessment…
Balanced assessments
Assessing many things infrequently…
Assessing a few things frequently
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Three General Types of Assessment
•Assessment beFORe learning = Pre-assessment •Assessment FOR learning= Formative or Ongoing Assessment•Assessment OF learning = Summative evaluation
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Formative
Sources of Assessment InformationWhat should I use to assess my students?
ProductsJournals (blogs/Vlogs), worksheets,
quizzes, tests, projects, self-assessments, reports (multi-media), stories (digital)
ObservationsCooperative learning teams, working with
manipulatives, role-plays,
demonstrations, performances,experiments
ConversationsStudent-teacher
conferences, oral presentations, peer conferences,
group work
FDLRS/FIN training manual on Differentiated Instruction, Assessment
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When assessment and instruction are
interwoven, both the students and the teacher
benefit.
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On-going Assessment:A Diagnostic Continuum
Screening Checking for Unit test or Diagnostic understanding semester exam Pre-test Guided practice data FCAT Survey Progress monitoring Final grade
Pre-assessment Formative Summative (Finding out) (Keeping track (Making a
& checking up) judgment)
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Any method, strategy or process used to determine a
student’s current level of readiness, prior knowledge, or
interest in order to plan for appropriate instruction
PRE-ASSESSMENT
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Assessment BeFORe Instruction
• Allows teachers to understand each student’s starting point
• Guides initial planning
• Drives differentiated instruction
PRE-ASSESSMENT
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Pre-AssessmentPURPOSE To determine what students
already know, understand, and can do.
WHEN Before instruction and during initial planning.
HOW TEACHERS USE RESULTS
To guide initial instruction, to make grouping decisions, and to differentiate learning experiences.
HOW STUDENTS USE RESULTS
As a preview of what they need to know, understand, and be able to do.
WHAT Products, conversations, observations to assess readiness, prior knowledge or mastery.
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Pre-Assessment Examples
Pre-assessmentWhat Do You
Know?
Formative What Are You
Learning?
SummativeWhat Have You
Learned ?
ScreeningPre-test
DiagnosticKWL
InventoriesObservation
Anticipation GuideConcept MapQuestioning
Other
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“The single most important
thing to change in teachers’
practice is the minute to-
minute and day-by-day use
of assessment to adjust
instruction.”--Wiliam 2007
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Formative Assessment
A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
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Formative Assessment Assessment FOR learning
• Uses data to inform and alter instruction along the way towards student mastery
• Serves to promote student success
• Helps students advance their learning with enthusiasm (in control)
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Formative Assessment• An ongoing process with both students
and teachers where they:– Focus on learning goals– Take stock of current student work
in relation to the learning goals using formal or informal assessment processes
– Take action to move closer to the learning goals (i.e teachers may adjust teaching methods; students may adjust learning methods.)
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Effective Formative Assessment Must…
• Be used by both teacher and students
• Be aligned with instruction• Measure what is important and
not just what can be easily assessed
• Be practiced frequently to provide direction for instruction
• Reveal the students’ knowledge and cognitive strategies for solving problems
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Q IV:If?
Q I:Why?
Q II:What?
Q III: How?
Formative Assessment
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“…the frequency of (formative)
assessments is related
to student
academic achievement.”--Bangert-Downs and Kulik 1991
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# of Formative Assessments
Percentile Gain
1 13.55 20.0
10 22.515 24.520 26.025 28.5
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“Providing two (formative) assessments per week
resulted in a percentile gain of 30 points.”
--Fuchs and Fuchs
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The Teacher’s Paradigm
1. Clearly communicate learning expectations with students
2. Help students make connections between the learning expectations and the work they do
3. Get information from students about where they are and how they learn
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The Teacher’s Paradigm4. Give feedback to students or
suggestions about how they might move closer to learning expectations
5. Facilitate students’ self-assessment and goal-setting
6. Use assessment information to fine-tune lessons in progress and plan further lessons
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Benefits to Students
• Understanding and articulation of their individual learning targets
• Monitoring and reflection on learning
• Using feedback to make adjustments
for understanding
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Benefits to Students
• Increased achievement• Increased understanding of how
they learn• Increased control over their own
learning• Increased engagement
and empowerment
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“There is a diagnostic aspect to all formative
assessment, and diagnostic information can
inform both students’ studying and teachers’
teaching...
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The key is having a concept of the goal or learning target, which originally is the teacher’s, but which ideally the student will
internalize, eventually setting his or her own goals and monitoring
progress toward them.”
--Sadler 1989; Gipp 1994
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“Students who could identify
their learning scored 27
percentile points higher
than those who could not.”
--Marzano 2005
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Three Essential Questions
Where are you now?
How can we get there?
1 23
Where do you need
to go?
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The Seven Strategies of Assessment for Learning
Where am I going? (what standard?)
1. Provide a clear statement of the learning goal, expectation
2. Use examples and models
Where is the student now?3. Offer regular descriptive
feedback4. Teach students to self-assess
and set goals
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The Seven Strategies of Assessment for Learning
How can I close the gap?5. Design targeted lessons6. Teach students focused
revision7. Engage students in self-
reflection; let them keep track of and share their learning
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1. Assessment2. Pre-Assessment
3. On-going (Formative) Assessment
Identify Desired Results
(KUD)Determine Acceptable Evidence
1
2
Plan Learning
Experiences
3
Planning for Meaningful Differentiation:Examining the Assessment Sequence
FDLRS/FIN training manual on Differentiated Instruction, Assessment
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“The effect of assessment for learning on student achievement is some
four to five times greater than
the effect of reduced class size.”
--Stiggins 2006
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“Improved formative
assessment helps low
achievers more than other
students and so reduces the
range of achievement while
raising achievement overall.”
--Black and Wiliam 1998
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Formative AssessmentsPURPOSE To guide and adjust instruction and
provide student feedback.To provide evidence of progress and learning over time.
WHEN Regularly and frequently during lessons and units.
HOW TEACHERS USE RESULTS
To adjust and differentiate instruction.
HOW STUDENTS USE RESULTS
To self-monitor understanding and progress.
WHAT Rubrics, exit slips, self-assessment checklists, conferences/anecdotal records, questions, conversations, observations, feedback from guided practice
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Formative Assessment ExamplesPre-assessment
What Do You Know?
Formative What Are You
Learning?
SummativeWhat Have You
Learned ?
ScreeningPre-test
DiagnosticKWL
InventoriesObservation
Anticipation GuideConcept MapQuestioning
Other
Checking for Understanding
PortfolioJournal*Quiz
ObservationAnecdotal Notes
Exit SlipsData from
Guided Practice
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Formative Assessment• Exit Slip• Teacher Checklist• Student Self-Assessment Checkli
st• Question and Answer during
Lesson• Thumbs up/Thumbs down• Classroom Performance System
(CPS)-clickers• Heart Rate Monitors in P.E.
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Formative Assessment and 21st Century Skills
•Reflect (student) regarding content mastery• Release responsibility for learning to learner (heutagogy)•Build capacity of teacher and learner to compete in a 21st century global society
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Authentic Assessment (AA)
A form of assessment in which students are asked to perform
real-world tasks that demonstrate meaningful application of essential knowledge and skills
--Jon Mueller
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Traditional Assessment (TA)
1. A school's mission is to develop productive citizens.
2. To be a productive citizen an individual must possess a
certain body of knowledge and skills.
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Traditional Assessment (TA)
3. Therefore, schools must teach this
body of knowledge and skills.
4. To determine if it is successful, the
school must then test students to
see if they acquired the knowledge
and skills.
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Authentic Assessment (AA)
1. A school's mission is to develop productive citizens.
2. To be a productive citizen an individual must be capable of performing meaningful tasks in the real world.
4. To determine if it is successful, the school must then test students to see if they acquired the knowledge and skills.
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Authentic Assessment3. Therefore, schools must help
students become proficient at performing the tasks they will encounter when they graduate.
4. To determine if it is successful, the school must then ask students to
perform meaningful tasks that replicate real world challenges to
see if students are capable of doing so.
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Formative Assessment: GroupingIndividual Response
(Think)
Partner Processing
(Pair)Learning
Group Processing(Share)
(Final Word)(Chalk Talk)
Learning Group to Learning
Group Processing(Share)
(Chalk Talk)(Critical Friends)
Whole Group Sharing(Share)
(Carousel)
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Summative AssessmentAssessment OF Learning
is a means to determine a student’s mastery of information, knowledge, skills, concepts, etc. after the unit or learning activity has been completed.
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Summative AssessmentAssessment OF Learning
• Should parallel the formative assessments that were used during the learning process
• May determine an exit grade or score
• Is tied to a conclusion about a student’s mastery of a standard
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Summative AssessmentAssessment OF Learning
• Serves accountability purposes
• Evaluates the overall success of student achievement, teacher instruction and instructional programs on a long-term basis
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Summative AssessmentPURPOSE To determine if students have mastered
what they should know, understand and be able to do.
WHEN End of lesson, unit, course, year
HOW TEACHERS USE RESULTS
To determine a grade that represents what the student knows, understands, & is able to do. To evaluate a year’s work and serve as a needs assessment for the next year
HOW STUDENTS USE RESULTS
To gauge their progress towards course or grade-level expectations
WHAT Projects, portfolios, paper/pencil tests, FCAT, semester/end of course exams, district assessments, final performances
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Summative Assessment ExamplesPre-assessment
What Do You Know?
Formative What Are You
Learning?
SummativeWhat Have You
Learned?
ScreeningPre-test
DiagnosticKWL
InventoriesObservation
Anticipation GuideConcept MapQuestioning
Other
Checking for Understanding
PortfolioJournal*Quiz
ObservationAnecdotal Notes
Exit SlipsData from
Guided Practice
EvaluationProject
Tests/ExamsDemonstration
Portfolio ReviewFinal Performance
CompositionOther
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Geography Unit Assessment PlanPurpose Assessment Task Assessor
Formative
Summative
First draft of mapRevised draft of mapSupported opinion draft essayQuiz(zes)
MapSupported opinion short essayTest
StudentPeer
Peer/Student
Teacher/Student
TeacherTeacher
Teacher
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I’ve Assessed: NOW WHAT??Assessment results guide decisions to differentiate and to adjust
– Content– Process– Product– Learning Environment
To support students in their– Readiness – Interest– Learning Preferences
To encourage maximum growth and individual student success.
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Readiness Interests Learning profiles
Differentiation of Instruction
based on students’
Teachers can differentiate
Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center
Differentiated Instruction isa teacher’s response to a learner’s needs
clearlearning goals
respectful tasks
flexible groupingpositive
lrng. environment
Content Process Product
guided by general principles of differentiation, such as
ongoing assessment &
adjustment
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Differentiated Assessment
Angie Nellis
Atlantis Elementary
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“The idea that a single teacher,
working alone, can know and
do everything to meet the
diverse learning needs of [all]
students every day throughout
the school year has rarely
worked…
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and it certainly won’t meet the
needs of learners in years to
come.”
--Carroll 2009
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“In learning teams, teachers
work collectively to develop a
guaranteed and viable
curriculum to ensure that
students have access to the
same essential knowledge and
skills, regardless of the teacher
to whom they are assigned.
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The team gathers ongoing
information regarding the
learning of their students
through a comprehensive,
balanced assessment process
that includes common
assessments developed by the
team.
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The team then jointly analyzes
the evidence of student
learning from the assessments
and uses the information to
improve the professional
practice of individual members
and collective effectiveness of
the team.”
--Rick Dufour 2011
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Common Formative Assessment
• Typically created collaboratively by a team of teachers responsible for the same grade level or course
• Created before teaching the course
• Used frequently throughout the year to…
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Common Formative Assessment
•Identify individual students who need additional time and support
•Utilize teaching strategies most effective in helping students acquire the intended knowledge and skills
•Address any program concerns•Set improvement goals for
individual teachers and the team
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Common Assessment
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Student A vs. Student BStudent A:• Quizzes (maximum 100) – 75, 65,
85, 80, 65, 70• Tests (maximum 100) – 85, 65• Homework (maximum 20) – 5, 10,
10, 10, 10, 10, 5, 10• Extra Credit (maximum 20) - 15, 20
Using your individual grading policy in your classroom, determine a final GRADE.
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Student A vs. Student BStudent B:• Quizzes (maximum 100) – 95, 90,
95, 100• Tests (maximum 100) – 90, 95, 100• Homework (maximum 20) – 20, 20,
20, 20, 20, 0, 0, 0• Extra Credit: 0
Using your individual grading policy in your classroom, determine a final GRADE.
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1 = A 2 = B 3 = C
4 = D 5 = F
Grade for Student A
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1 = A 2 = B 3 = C
4 = D 5 = F
Grade for Student B
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Key Concepts
• Norm –referenced tests determine a student’s placement on a normal distribution curve. Students compete against each other and are ranked on this type of assessment.
• The Stanford 10, GRE, and SAT are examples of norm-referenced tests.
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Key Concepts
• Criterion-referenced tests assess concepts and skills students have learned from a segment of instruction
• Measure how well a student performs against an objective or criterion rather than another student
• Examples: classroom quizzes and exams based on standards/course objectives, FCAT
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Grading SystemsTraditional Standards-Based
Based on assessment methods (hmwk., quizzes, tests, etc.). One grade for each subject.
Based on learning goals and performance standards. One grade is given per learning goal.
Score everything – regardless of purpose.
Use only summative assessments for grading purposes.
Assessments are based on percent correct. Criteria are often unclear.
Standards are criterion-referenced and proficiency-based. Criteria are known to all.
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Grading SystemsTraditional Standards-Based
Include every score. Assessments record the average.
Emphasize the most recent evidence of learning when grading.
Calculate grades using the mean.
Use median, mode, and professional judgment to determine grades.
Assessments vary in quality. Behavioral evidence is included.
Use only quality assessment and carefully record data.
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Grading SystemsTraditional Standards-Based
The teacher makes decisions about grading and announces those to students.
Discuss all aspects of grading with students and parents.
Use an uncertain mix of assessment of attitude, achievement, effort, and behavior. Use penalties and extra credit. Include group scores.
Measure only achievement. No penalties or bonuses. Individual evidence only.
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“What we assessdefines
what we value.”
--Wiggins 1990
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“We know thatgrading and reporting are
notessential to the instructionalprocess. Teachers teach and
students learn in the absence
of grades. You need to decide
the purpose.” --Guskey,
2010
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Grading in a Differentiated Classroom
• Grades are based on clearly specified learning goals that are communicated to students.
• Measurement is based on the selected objective or standard taught.
• Grades are criterion-referenced rather than norm-based.
• Grades are not ‘curved’.
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Grading on a Curve• A student might receive an ‘A’
for being the best performer in a group of low performers = an ‘A’ is the ‘best worst’.
• A student might make a ‘C’ despite quality work because the group is so strong. A ‘C’ = knows the content, but doesn’t look so great compared to others.
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Grading in a Differentiated Classroom
• Avoid averaging zeros into final grades.
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ZEROS in the GradebookStudent scores: 85, 0, 98, 100,
89, 95=78Student scores: 85, 59 (failing),
98, 100, 89, 95 = 88
Which score more accurately reports the student’s mastery?
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Alternatives to Giving Zeros• Change Grading Scales.•Use integers (A=4, B=3, C=2, …) instead of percentages.• Report Behavioral Aspects
Separately.• Separate “Product”
(Achievement) from “Process” and “Progress.”
• Assign “I” or “Incomplete” Grades.
• Include specific and immediate consequences.
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Good Sparky
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Bad Sparky
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“Assessments of learning
that contribute to a report
card grade can affect
students’ motivation to
learn.” --Stiggins
2006
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“Decisions students make about their
assessment results exert far greater influence on their success as learners
than do the decisions made by the adults.”
--Stiggins 2007
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Putting the Pieces Together• A metaphor or simile ( )• A song or rap ( )• An acronym (A.S.S.E.S.S.)• A skit ( )• A drawing ( )• A formula ( )
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What’s Next• PDD – February 20, 2012
– Module V: We will discuss and practice various instructional strategies and ways to incorporate them in learning plans.
– Module VI: We will begin with the end in mind and develop learning plans that encompass the instructional model and common language of B.E.S.T.
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B.E.S.T.
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What Do You Think?
At your table:•Using your handout, reflect on each statement• Mark the ones you would like to
address• Speak whole table - five minutes
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“We are convinced that the first
attempt at a common formal
assessment by a collaborative
team of teachers who make a
collective effort to gather
evidence of their students’
learning will be superior to the
formal assessments those same
teachers have developed
working in isolation.” --Richard and Rebecca Dufour, Robert Eaker 2008
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“Think about the purpose of
grading. Don’t use gradesas weapons. They do notserve that purpose well
andnever will.
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“Too often, educational tests,
grades, and report cards are treated by teachers
as autopsies when they should be
viewed as physicals.”
--Reeves 2000