EHS Competency-Based Grading & Reporting

Shifts & Rationale

SHIFT IN HIGH SCHOOL CREDIT

Before – Credit awarded by attending a high school course and receiving a passing grade

Competency – Credit awarded by mastering all competencies in a high school course (e.g. math)

▫Concepts & procedures▫Problem solving▫Communicating & reasoning▫Modeling % data analysis

RATIONALE FOR HS CREDIT SHIFT•Meets NH Minimum Standards (2008-2009)

▫High school course competencies for credit▫Assessment methods for competencies

•Provides opportunity to learn in or outside the classroom/school ▫Physical education competencies by sports,

physical fitness facility attendance, etc.▫World language competencies through life

experience, travel, etc.

SHIFT IN MASTERY OF CONTENTBefore – Overall course grade of ≥ 65%

▫72% Algebra I

Competency – Competency grade of C- or better (≥ 70%)

▫C Concepts & procedures▫C- Problem solving▫C+ Communicating & reasoning▫C Modeling & data analysis

RATIONALE FOR MASTERY SHIFT•Defines mastery as C- or better to receive

credit•Raises the academic bar for all students•Supports Common Core State Standards

in which students must be competent to move onto next course or level

•Supports Epping School District Mission to produce competent, confident learners

SHIFT IN ASSESSMENT

Before – Individual teachers decide assessment methodology

▫Students taking same course have different requirements

▫Students taking multiple courses have different requirements in each content area

After – School-wide assessment methodology ▫4 to 6 Summative assessments per quarter▫8 to 12 Summative assessments per semester

RATIONALE FOR ASSESSMENT SHIFT•Addresses parent concerns

▫Inconsistent assessment practices used in same course and other courses

▫Inadequate number of assessments used to determine student’s grade

•Provides more opportunity for▫Students to demonstrate their learning▫Teachers to evaluate student learning and

intervene when students are not learning

SHIFT IN GRADINGBefore – Individual teachers determine grading methodology

▫Students taking same course have different requirements

▫Students taking multiple courses have different requirements in each content area

After – School-wide grading methodology ▫Formative assessments 10% (during learning

period)▫Summative assessments 90% (end of learning

period)

RATIONALE FOR GRADING•Addresses parent concerns

▫Inconsistent grading practices in same course and other courses

▫Too much emphasis on formative assessments rather than what my child knows and is able to do

•Prepares students for career and college▫Acknowledges importance of practice (formative)▫Places more emphasis on demonstration of

knowledge and skills (summative)▫Aligns with NECAP, SAT, AP testing

SHIFT TO REASSESSMENT

Before - Some teachers gave students the option of reassessing for a failing grade or to improve a grade

After – All students may reassess for a failing grade or to improve a grade

RATIONALE FOR REASSESSMENT

•Failing is not an option•Students learn at different rates and in

different ways•Students have bad days•All students can and must learn•Students must be competent to receive

HS credit•Shift to passing grade of 70%•Cultural shift to learning

SHIFT TO MORE INFORMATIONBefore – School reports overall course grade• 75% Algebra I

After – School reports 3 measures of learning• Overall course grade (0 to 100%)

▫Evaluate student passing & completing work• Competency content grade (A+ to C-, N or I)

▫Award high school course credit on content mastery

• Competency skill grade ( 1 to 4)▫Evaluate student learning habits & process skills

RATIONALE FOR REPORTING SHIFTReports • If student is completing and passing assessments• What student knows and is able to do• What skills student is using during the learning process

Meets • NH Minimum Standards – reports mastery on course

competencies to receive credit• NEASC Standards – reports learning expectations

(content & skill competencies)• A Framework for 21st Century Learning – reports 21st

century content & skills (content & skill competencies)

RECOMMENDED IMPROVEMENTS

EHS REPORTING & GRADING SYSTEM

Issues:

1. Overall Averages not accurately displayed on the Quick Look Up Screen

2. Not knowing what competencies are assessed within each assignment

3. Reassessment4. Discrepancy between Competency

grades and overall course grade

Overall Averages not accurately displayed on the Quick Look Up Screen

•Teachers did not enter grades below 70%, instead they recorded it as missing (see below)

Inaccurate grade display

Accurate grade display

Quick Look Up –Message (forthcoming)Click on the blue quarterly grade for more information about assignment scores.

Click on the Standards Grades tab for more information about competency grades.

Quick Lookup

Standards Grades

Attendance By Class

Exp

Last Week This Week

Course Q1 Q2 Q3 Q4 S1 S2

Absences Tardies

M T W H F M T W H F 12-13

12-13

12-13

12-13

1(A) . . UTA . TR . . Algebra II Concepts Pender, Jacqueline S

A- 91

B- 82

N 5

I 86.5

11 11 2 2

1(B) . TR . . Credit Recovery Lab

Mlcuch, Dan B -- 1 1 0 0

2(A-B)

TR TR SST--Automotive Tech I Nienhouse, R

B+ 89

B 84

-- B+ 89

16 16 0 0

3(A) . . . TR . . Civics Page, Joy C

C 75

C 74

N 58

C 74

9 9 0 0

MISSED ASSESSMENTSBefore – Missed summative assessments were not recorded anticipating student making up the work

Recommendation – Missed assessments are recorded as a zero (0)*• Averages in & lowers the reported overall course

grade• Yields an incomplete (I) for competency content

grade

*If assessment is completed, new grade will be recorded

FAILED ASSESSMENTSBefore – Failed summative assessments were not recorded anticipating student reassessing

Recommendation – Failed assessments are recorded*• Averages in and lowers reported overall course

grade• May yield a “not yet competent” (N) for competency

content grade if average is less than 70%

*If assessment is retaken, improved grade will be recorded

COMPETENCIES ASSESSED

Before – Reported formative and summative assessments did not clearly indicate the competencies being assessed

Recommendation – All reported assessments will clearly indicate the competencies being assessed

Before

After

REASSESSMENTBefore

• All students had to reassess summative assessments below a 70%

• Some students are not reassessing for missed, failed or incomplete assessments or in a timely manner.

• Some students are not electing to take the original assessment.

Recommendation• Is no longer mandatory but recommended • Reassessment Plans must be initiated within 5 days of

receiving the grade assessment.

Discrepancy between Competency grades and overall course grade

For students scoring below a 60% on formative assessment, competency grades have been inflated. The overall grade has been accurately reported.

Changes to language in the Grading and Reporting Guideline• Pg. 2 – students must pass all competencies each

quarter to earn credit.• Pg. 3- Overall grade is the average of all assessment

scores for that term. Each assessment is linked to one or more competency.

• Pg. 5 - Earned grades will be recorded in PowerSchool.• Pg. 5- Students who choose not to complete formative

assessments will lose the right to reassess.• Pg. 6 – Reassessment plans must be submitted within 5

days of receiving the graded assessment.• Pg. 7 – A 5 day “buffer period will occur to the close a

quarter to allow for reassessment.

Things that remain the same…

•Semester grade is the average of Q1 & Q2 overall course grade.

•Semester grades are recorded on the transcripts and used to calculate cumulative GPA

•Students who do not earn credit must plan to recover credit.

•Teacher change of grade forms remain the same.

90/10

summativeaverage formative average

80 100 75 50 25 0

90-10 82.0 79.5 77.0 74.5 72.080-20 84.0 79.0 74.0 69.0 64.070-30 86.0 78.5 71.0 63.5 56.060-40 88.0 78.0 68.0 58.0 48.0

2.0 difference between 90-10 and 80-20 grading scales