Instructional Leadership Math Cadre 6 th – 12 th Grade SHIFT 2: COHERENCE THE PROE CENTER.
Math Leadership Support Network ’08-’09 January MLSN.
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Transcript of Math Leadership Support Network ’08-’09 January MLSN.
Math Leadership Support Network ’08-’09
January MLSN
Math Leadership Support Network ’08-’09
“The grading system here is all over the place. You would get a better shot at fairness going to the Olympics – in figure skating!”
Teacher at Winslow High School on Boston Public, Winter, 2002
2
Math Leadership Support Network ’08-’09
Math Leadership Support Network ’08-’09
“What is an ‘A’?”
Grades are a great way to ___
(a) provide meaningful feedback
(b) sort students by ability (c) get them to complete work (d) reward the good ones(e) none of the above.
Math Leadership Support Network ’08-’09
(e) none of the above.
A grade at the top of a paper doesn't say much. What does an "A" mean if a student didn't learn anything? Bribing students to finish their work is an excuse to avoid creating learning tasks with intrinsic value. I don't give many traditional grades because qualitative feedback, student self-assessment, and reflection work better to turn students into active learners.
Math Leadership Support Network ’08-’09
If I don't give out grades, students will ___
(a) stop working(b) wonder if the sky is falling(c) react positively to other
feedback systems(d) complain.
Math Leadership Support Network ’08-’09
(c) Students work hard in an environment that deemphasizes grades and emphasizes engagement, self-reflection, and striving for improvement. My goal is never to hear, "Mr. Barnwell, is this for a grade?" Too many educators (including me, several years ago) fail to acknowledge that our brains are hardwired to seek out exciting learning experiences. If I create the right conditions, most students will learn for the sake of learning-although no system works with every student.
Math Leadership Support Network ’08-’09
Many parents believe that grades ___
(a) are a good indicator of student
learning(b) are the be all and end all(c) will lead to diplomas(d) all of the above.
Math Leadership Support Network ’08-’09
(d) Unfortunately, grades often dominate parent-teacher conferences. Parents aren't well-versed in alternative assessments, largely because the grading tradition is so strong. But I try to discuss student engagement, improvement, and specific learning objectives with parents.
Math Leadership Support Network ’08-’09
4. Struggling students often feel ___
(a) motivated by grades(b) unmotivated by grades(c) excited about their textbooks and tests(d) eager to know where they stand
compared to their peers.
~Barnwell, neatoday, January/February 2009
Math Leadership Support Network ’08-’09
(b) Students having difficulty with academic work often fail because they aren't motivated by grades. They may respond if you threaten to fail them, but the fix doesn't usually last.
Math Leadership Support Network ’08-’09
What is meant by standard?
Math Leadership Support Network ’08-’09
With your talking partner/partners discuss how you would explain “standards”/learning goals to students and
parents.
Math Leadership Support Network ’08-’09
1) Supports Learning2) Improves Communication3) Consistency/Fairness
14
Math Leadership Support Network ’08-’09
How do you organize your grade book?
Math Leadership Support Network ’08-’09
Share, at your table, the advantages and disadvantages of organizing grade books
by standard, rather than assessment type?Look at the grade sheet on page 54 of HTGFL
Math Leadership Support Network ’08-’09
“The use of columns in a grade book to
represent standards, instead of assignments, tests, and activities, is
a major shift in thinking…
17
Math Leadership Support Network ’08-’09
Under this system, when anassessment is designed, the teacher
must think in terms of the standards itis intended to address. If a (test) is
given that covers three standards, thenthe teacher makes three entries in the
grade book for each student – oneentry for each standard – as opposed
to one overall entry for the entire(test).”
~Marzano, R., and J. Kendall, A Comprehensive Guide to Developing Standards-based Districts, Schools, and Classrooms. McREL, Aurora, CO, 1996, pg. 150.
Math Leadership Support Network ’08-’09
Ken O’Conner #7
24:56
Math Leadership Support Network ’08-’09
Take a few minutes and write several descriptors (bullets or sentences) clearly
describing what an A (or a 4 or whatever symbol is top of your grading scale) means in your
grading scheme. (Try to do this WITHOUT using the word or symbol for percent in your
description.)
Math Leadership Support Network ’08-’09
Learning Standards…Solve Equations
Learning
TargetsOne stepTwo step…
Math Leadership Support Network ’08-’09
Unpack the standards and benchmarks.
Math Leadership Support Network ’08-’09
“Do we really have to take the
time to unpack the standards
and benchmarks?
”
Math Leadership Support Network ’08-’09
TOPIC TOPIC TOPIC
CONTENT STANDARD
• Benchmark
• Benchmark
• Benchmark
• Benchmark
Reporting Students’ Progress
Too broad for feedback
Too many, not
feasible
Math Leadership Support Network ’08-’0925
Math Leadership Support Network ’08-’09
“My request is that teachers who share a course discuss the consistency of the grades they issue with the intent of eliminating inconsistencies that would be attributable tosignificant differences in teachers’ expectations.”~Craig Olson, Principal
Math Leadership Support Network ’08-’09
Link Grades to learning goalsHave clear understanding of what
learning results are expectedReport using detailed information on
goalsCredit should be granted only when
students have mastered the critical learning goals
HTGFL, pg 58
Math Leadership Support Network ’08-’09
Why use standards based grading?
Why not use it?
Do you have uncertainty?
Do you agree or disagree with the guideline, or are you unsure at this time?
Would you use this guideline now?
Math Leadership Support Network ’08-’09
Show us what good work looks like and what we have to do to get
there.8 year old student
Math Leadership Support Network ’08-’09
Norm (pgs. 62 – 63 (“Sally’s Shocking Grade”), 64, and 66-68)*
Criterion (pg. 65 and 68) *Tacit Knowledge (pg. 65)Verbally (pg. 65)Key examplesCombination of methods (pg. 65)*
Developing Standards… Five
Methods
Math Leadership Support Network ’08-’09
ReadDiscussDefineProvide 2 examples
Math Leadership Support Network ’08-’09
“no student grade should ever depend
on what other students do”
Math Leadership Support Network ’08-’09
“Grading on the curve makes learning a highly competitive activity in which
students compete against one another for the few scarce rewards
(high grades) distributed by the teacher. Under these conditions, students readily see that helping
others become successful threatens their own chances for success. As a result, learning becomes a game of
winners and losers; and because the number of rewards is kept arbitrarily small, most students are forced to be
losers.” Guskey, T. (Ed.), Communicating Student Learning: The
1996 ASCD Yearbook, ASCD, Alexandria, VA, 1996, pgs. 18-19.
Math Leadership Support Network ’08-’09
Guideline for GradingGuideline for GradingUse criterion-referenced Use criterion-referenced performance standards as reference performance standards as reference points to determine grades.points to determine grades.a. The meaning of grades (letters or numbers) should a. The meaning of grades (letters or numbers) should come from clear descriptors of performance standardscome from clear descriptors of performance standardsb. “If they hit the goal, they get the grade!” – i.e., NO bell b. “If they hit the goal, they get the grade!” – i.e., NO bell curve!curve!
IssueIssue ConcernConcernReference PointReference Point Performance Performance
standards – what?standards – what? How good is good How good is good
enough? To enough? To curve or not to curve or not to curve?curve?
TraditionalTraditional Standards-basedStandards-basedNorm referenced orNorm referenced or Criterion-referenced Criterion-referenced
standardsstandardsa mix of crit. and norma mix of crit. and normCriteria unclearCriteria unclear Public criteria/targetsPublic criteria/targetsor assumed to be knownor assumed to be known
Math Leadership Support Network ’08-’09
What do you think would happen if What do you think would happen if you did an outstanding job, all of you did an outstanding job, all of the students in your class did an the students in your class did an outstanding job, and all of the outstanding job, and all of the students received a grade of 90% students received a grade of 90% or higher?or higher?
Math Leadership Support Network ’08-’09
What do you think would happen if What do you think would happen if you did a good job, most of the you did a good job, most of the students in your class were students in your class were unmotivated and did a poor job, unmotivated and did a poor job, and almost all of the students and almost all of the students received failing grades?received failing grades?
Math Leadership Support Network ’08-’09
“Performance standards specify ‘how good is good enough.’ They relate to issues of assessment that gauge the degree to which content standards have been attained . . . They are indices of quality that
specify how adept or competent a student demonstration should be.”Kendall, J. and R. Marzano, Content Knowledge:
A Compendium of Standards and Benchmarks for K-12 Education, First Edition, McREL, 1997, pgs. 16-17.
Math Leadership Support Network ’08-’09
How good is good enough?
Traditional School ApproachesA 90-100% - OutstandingExcellentB 80-89% - Above Average GoodC 70-79% - AverageSatisfactoryD 60-69% - Below Average PoorF <60% - FailingUnacceptable
Math Leadership Support Network ’08-’09
How good is good enough?
Standards-Based Approaches(Should be described by levels; may be linked to letter grades
or %)
Distinguished Above standardProficient Meets standardApprentice Below but
approaching standardNovice Well below standard
Math Leadership Support Network ’08-’09
Number of levels? Labels?
• Words or symbols, or both? Clarity, richness of descriptors?
• Problem words?• Progression between levels?• Consistency within a level?
Achievement, growth or progress? Links to letter grades, grading scale? When – at time of report or year end?
Math Leadership Support Network ’08-’09
Do you pass?
Math Leadership Support Network ’08-’09
4 Parallel parks exactly 6 inches from the curb; stops at all lights and signals right on the white line; drives at posted speed limit at all times.
3 Parallel parks sufficiently (car is within 3 inch range and at no more than 15 degree angle to curb); stops within 6 inches of white line; drives within 3-5 miles of posted speed limit.
2 Parallel parks such that the car is on the curb or more than 18 inches from it; stops at 90% of stop signs and all lights within 2 feet of white line; drives within 7-10 miles of posted speed limit.
1 Cannot parallel park; misses stopping at posted signs and lights; drives more than 10 miles over posted speed limit.
Math Leadership Support Network ’08-’09
4 Parallel parks exactly 6 inches from the curb; stops at all lights and signals right on the white line; drives at posted speed limit at all times.
3 Parallel parks sufficiently (car is within 3 inch range and at no more than 15 degree angle to curb); stops within 6 inches of white line; drives within 3-5 miles of posted speed limit.
2 Parallel parks such that the car is on the curb or more than 18 inches from it; stops at 90% of stop signs and all lights within 2 feet of white line; drives within 7-10 miles of posted speed limit.
1 Cannot parallel park; misses stopping at posted signs and lights; drives more than 10 miles over posted speed limit.
Math Leadership Support Network ’08-’09
Math Leadership Support Network ’08-’09
1. Avoid comparative language, e.g. “average”;
2. Provide examples based on student work;3. Distinguish between “Levels of
Understanding” (quality) and “Frequency of Display.” (quantity)
4. Be consistent (across grade levels)
Guskey, T.R., “The Communication Challenge of Standards – Based Reporting.”, Kappan, December 2004, 327 - 328
Math Leadership Support Network ’08-’09
Work the problemDesign rubric with groupLook and score student work independently
Come back together for discussion and comparison of scores
Math Leadership Support Network ’08-’09
“We found parents generally interpreted thelabels according to their personal experienceswith grading…
…certain labels were singled out by parents asconfusing or meaningless. Parents were especially baffled by the labels “Pre – Emergent” and “Emerging”…
Another label parents found puzzling was“Exceeds Standard.”
Math Leadership Support Network ’08-’09
Wow!
Got it!
Nearly there!
Oh no! Oops!
Math Leadership Support Network ’08-’09
Why use criterion-referenced standards as reference points to determine grades?
Why not use it?
Do you have uncertainty?
Do you agree or disagree with the guideline, or are you unsure at this time?
Would you use this guideline now?
Math Leadership Support Network ’08-’09
“The Grading Box is alive and well, and in some schools and classrooms it is
impenetrable. Fair does not mean equal; yet when it comes to grades, we insist that it
does.”~Patterson, William “Breaking Out of our Boxes”
Kappan April 2003 572
Math Leadership Support Network ’08-’09
Without talking• Read the Letter• In writing, express your thoughts• Share your thoughts with your group
Math Leadership Support Network ’08-’09
“Too often, educational tests, grades, and report cards are treated by teachers as autopsies when they should be viewed as physicals.”Douglas Reeves
Math Leadership Support Network ’08-’09
GRADES vs KCCT PERFORMANCE LEVELS
A B C D FGRADES
DISTINGUISHED
PROFICIENT
APPRENTICE
NOVICE
10
3
19
1 12
1
6
3
1
2
1
1
3
1
1
1
1
1
Math Leadership Support Network ’08-’09
Grade Level Groups:Complete all but the last two columns of the
table for your classroomMerge all items from column one onto the
chart paper Be sure to include all items listed by the
members of your groupChart the group’s thoughts for the last two
columns of the tableDo a gallery walk
Math Leadership Support Network ’08-’09
“…grades often reflect a combination of achievement, progress, and other factors.
…this tendency to collapse several independent elements into a single grade may blur their meaning.”
Bailey, J. and J. McTighe, “Reporting Achievement at the Secondary School Level: What and How?,” in T. Guskey, (Ed.), Communicating Student Learning: ASCD Yearbook 1996, ASCD, Alexandria, VA, 1996, pg. 121.
Math Leadership Support Network ’08-’09
Imagine that your seventh-grade daughter’s midterm progress report in mathematics says she is getting a C, yet the only tests and assignments you have seen have had As or Bs on them. Your daughter tells you she’s done all the required work and can’t explain where the C came from.
You meet with the teacher, who checks your daughter’s records on the computer. The printout shows the following list of entries leading to an average of 76%. Unit 1 Test: 95% “Prime Number” Project: 85% Unit 2 Test: 85% “Scale Drawing” Project: 40%
The Dilemma of Late Work
Math Leadership Support Network ’08-’09
The teacher tells you that your daughter’s last report was one week late. Her policy is to subtract 10 points for each day an assignment is late, so had your daughter’s “Scale Drawing” project been on time, she would have received a score of 90%. But, you point out, your daughter seems to be grasping the concepts very well. “Well, this is how we figure grades,” the teacher replies.
The Dilemma of Late Work
Math Leadership Support Network ’08-’09
The Dilemma of Late WorkWhat does a C communicate to
others?What problems does the practice of
reducing the grade for late work solve?
What problems does it cause?What are the teacher’s options for
dealing with late work?
Math Leadership Support Network ’08-’09
Getting Work in on TimeSet clear and reasonable timelines with
some student input.Ensure that the expectations for the
task/assignment are clearly established and understood.
Support the students who will predictably struggle with the task without intervention.
Find out why other students’ work is late and assist them.Adapted from “Creating a Culture of Responsibility” by the York Region District School Board, Ontario, Canada
Math Leadership Support Network ’08-’09
Getting Work in on Time Establish the consequences for late work, such as:
Before/after school follow-up Make-up responsibility within a supervised setting Parent contact Notation in the grade book for each assignment which is late “grades” on learning skills/work habits section of the report
card Comments on report card that reflect chronic lateness
Provide opportunity for students to extend timelines: Student must communicate with the teacher in advance of the
due date Student must choose situations carefully as this extension may
only be used once/twice per term/semester If all the above “fails” (i.e., work is still late/not done), use small
mark penalties/deductions which do not distort achievement or motivation.
Adapted from “Creating a Culture of Responsibility” by the York Region District School Board, Ontario, Canada
Math Leadership Support Network ’08-’09
“Factoring effort into the grade may send the wrong message to students. In real life trying hard to do a good job is virtually never enough.”
Stiggins, 1997, 418
Math Leadership Support Network ’08-’09
“Group grades are so blatantly unfair that on this basis alone they should never be used.”
Kagan, S., “Group Grades Miss the Mark,” Educational Leadership, May, 1995, pg. 69.
Math Leadership Support Network ’08-’09
Kagan’s 7 Reasons for Opposing Group Grades
No(t) fair Debase report cards Undermine motivation Convey the wrong message Violate individual accountability Are responsible for resistance to
cooperative learning May be challenged in court.
Math Leadership Support Network ’08-’09
Guideline for GradingLimit the valued attributes included in the grades to individual achievement.a. Grades should be based on achievement, i.e., demonstrations of the knowledge and skill components of the standards. Effort, participation, attitude, and other behaviors should be reported separately.b. Grades should be based on individual achievement.
Issue ConcernIngredients Learning skills/work habits/effort
Late assignments/extra credit
Group grades/marks
Traditional Standards-basedUncertain mix of achieve- Achievement only
ment, attitude, effort, and
behavior
Often includes group marks Individual