Supporting EBR Conversations

Supporting EBR Conversations

Admin Team 4/18/16

Purpose of today…

is about creating, maintaining and supporting effective conversations about EBR.

Why is this important?

55% of our courses EBR in 2016-17

65% projected for 2017-18

EBR at SHS 2016-17

We are somewhere around here

Law of Diffusion of Innovation

Where is your division?

This variance creates a need for…

Coherence and Clarity

Shared Responsibility

Creating Coherence and Clarity

four principles of EBR

address common conversations in each

principle

tools to support these conversations

1. Grades are based on a calibrated professional interpretation of student-produced evidence.

• Teacher is the grade giver • No averaging

2. FEEDBACK IS THE GRADE! • Does the student know their areas of growth/mastery? Have

they attempted to re-apply the feedback?

3. Evidence of Growth and Mastery • Body of work with consideration to how a student is growing.

4. Trust the Assessment Evidence! • Can the teacher use (common) assessments to explain a grade?

Clarity Starts Here: EBR Core Principles







Hundo P! or It Me or Struggle Bus?







EBR Core Principle #1

Anchor Question

Do We Have Enough Of The Right Evidence?

Conversation Support Tool

Supporting/Loading Proficiency Development Proficiency Evaluation

Assessment Evidence Organizer


Align the definition with either Supporting/Loading, PD, PE?

Assessments that are ungraded

Used to develop prerequisite skills

used for feedback

Low or No Stakes

Assessments that are graded

Used to create proficiency

creates self and teacher awareness, reflection, feedback

Low or No Stakes


Used to determine

proficiency

High stakes

creates perspective

(both self third party)



Assessments that are ungraded

Used to develop supporting/pre-req

skills

used for feedback

Low or No Stakes


Used to create/develop proficiency

Same ‘how well’ as PE assessments

creates self and teacher awareness, reflection,

feedback

Low or No Stakes


Used to determine proficiency

High stakes

creates perspective (both self and third

party)




HMWK 1

QUIZ 1

QUIZ 2

QUIZ 3

PROJECT 1

HWMK 3

TEST 2

QUIZ 4

TEST 1

PROJECT 2

HMWK 2


What new insights are you

making as a result of this discussion?

In what ways can you connect

your current work and the

content presented in this

segment?

How might you continue to engage in

conversations around this

topic?

What are some examples that you or teams/teachers you have seen around

this topic? How might they serve as

resources for others?

Anchor Question

• How active is the reporting system (reflection structure, grade book, etc.) during the learning process? • Can it/does it support conversations about

learning?

EBR Feedback Components

What students need to know in an EBR system:

1. How am I Growing?

2. How am I Doing?

3. How am I Acting?


Scale

Learning-Target Based?

Achievement, Growth, Behavior data separate and evident?

Formatives feedback separate from Summatives feedback?

Re-performance feedback evident?

Patterns of averaging used?

Feedback Score Card

O’Connor 2009

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Each group use the Feedback

Score Card with the sample

grade book at your table.

Check In. Any Insights? Any Questions?

Anchor Question

Aggregate first, then Analyze?

or do you…

Analyze first, then Aggregate?

Todd Rose - The End of Average

When grading do you….

Remember EBR grading is….

Body of work with consideration to growth


Standard Name Body of Work (Modal Matrix)

Growth Score (Last 3 scores)

Most Recent (Last Score) Comments

Reading

Writing

Listening Speaking





Standard 1

Standard 2

Standard 3

What is the proper grade?

Reading Wri*ng Listen & Speak2 2 2 2 3

2 2 3 2 3 2 3 3 3 4

2 2 2 3 3

Sep.

Dec.

Modal Matrix

4 3 2 1

4-3 4-1 2-3 1-4

4-2 3-2 3-1 1-3

3-4 2-4 2-1 1-2





Reading 2-3 2,2,3 3

Writing 3-2 3,3,4 4

Listening Speaking 2-3 2,3,3 3

Body of Work with Consideration to Growth




Reading 2-3 2,2,3 3

Writing 3-2 3,3,4 4

Listening Speaking 2-3 2,3,3 3

So…the grade then?

GD Comparison

Does EBR cause grade inflation?

We started EBR so students can more accurately answer the following questions:

“where am I at in my learning and how do I get better?”

If EBR is working then grades should go up because kids are able to see how to improve and then be able to

do it!

For Later

Grade Distribution EBR NonEBR Comparison

Open Tableau and search for..

Are your assessments producing reliable evidence about students?

Anchor Question

Evidence is only as good as the assessments!

Remember….

Do my assessments cover all the topics it needs to and are there enough questions?

Are my assessments aligned to my (course’s) expectations?

Do I know ‘everything’ about how the outcome was arrived at?

How involved in the assessment is the student?

Are all my assessments working together?

Shouldn’t everything be used as evidence?

My journey toward reliable evidence

Thematic (Unit) Assessment

Aligned Assessment

Reliable Assessment

Reflective Assessment

Growth Assessment

Process Assessment

Pathway to Reliable Evidence


Assessment Type Evidence Reliability

Thematic Low

Aligned Medium

Thinking Medium-High

Reflective Medium-High

Growth High

Process High

Where is the majority of your department?

Assessment Type Evidence Reliability

Thematic Low

Aligned Medium

Thinking Medium-High

Reflective Medium-High

Growth High

Process High

Because a

little conversation

wentBLOO

M!

Even the smallest conversation can HAVE A LASTING IMPACT on our learning, initiatives and culture.

Why is this all important?

Supporting EBR Conversations

Documents

Transcript of Supporting EBR Conversations