differentiated grading & assessment: best practices & practical strategies differentiated...

Differentiated Differentiated Grading & Assessment:Grading & Assessment:

Best Practices & Practical StrategiesBest Practices & Practical Strategies

2008 PASCD Fall 2008 PASCD Fall ConferenceConferenceNovember 25, 2008November 25, 2008

Dr. Robert Salladino, Jr. – Owen J. Roberts Middle Dr. Robert Salladino, Jr. – Owen J. Roberts Middle SchoolSchool

Mr. Michael Bourdreau – Brandywine Heights Mr. Michael Bourdreau – Brandywine Heights Middle SchoolMiddle School

Mrs. Krista Venza – Owen J. Roberts Middle SchoolMrs. Krista Venza – Owen J. Roberts Middle School

Why Do We Assess Why Do We Assess Students?Students?

• To Provide FeedbackTo Provide Feedback

• To Document GrowthTo Document Growth

• To Inform Instructional DecisionsTo Inform Instructional Decisions

AssessmentAssessment

From the Latin root “assidere” – to sit besideFrom the Latin root “assidere” – to sit beside

““Too often, educational tests, grades, and Too often, educational tests, grades, and report cards are treated by teachers as report cards are treated by teachers as autopsies when, instead, they should be autopsies when, instead, they should be used as physicals.”used as physicals.”

---Doug Reeves---Doug Reeves

Assessment – Key Points to ConsiderAssessment – Key Points to Consider

• Clarity of learning goals serves as the Clarity of learning goals serves as the foundation for any good assessment.foundation for any good assessment.

• Students need to clearly understand Students need to clearly understand whatwhat they are expected to learn and they are expected to learn and howhow they they will be required to demonstrate that will be required to demonstrate that mastery.mastery.

Types of AssessmentTypes of Assessment

Pre-assessmentPre-assessment– Used to identify a student’s readiness for Used to identify a student’s readiness for

content and skill development and to plan for content and skill development and to plan for instruction.instruction.

– When planning a unit of instruction, teachers When planning a unit of instruction, teachers must have a clear understanding of what must have a clear understanding of what constitutes mastery of the concepts and what constitutes mastery of the concepts and what evidence will be accepted from students to evidence will be accepted from students to document their learning.document their learning.


Formative AssessmentFormative Assessment

““A planned process in which assessment-A planned process in which assessment-elicited evidence of students’ status is elicited evidence of students’ status is used by teachers to adjust their ongoing used by teachers to adjust their ongoing instructional procedures or by students to instructional procedures or by students to adjust their current learning tactics.”adjust their current learning tactics.”

---W. James Popham---W. James Popham


Formative AssessmentFormative Assessment

• A series of evidence-collecting and decision-A series of evidence-collecting and decision-making events – a dynamic processmaking events – a dynamic process

• Research tells us that the use of formative Research tells us that the use of formative assessment improves the quality of a teacher’s assessment improves the quality of a teacher’s instruction and also improves student learning instruction and also improves student learning (Black & Wiliam, 1998)(Black & Wiliam, 1998)


Formative versus SummativeFormative versus Summative

Assessment Assessment forfor learning versus learning versus assessment assessment ofof learning learning


Summative AssessmentSummative Assessment

• Given to students at the end of the Given to students at the end of the learning to document growth and mastery.learning to document growth and mastery.

• Matches the learning objectives.Matches the learning objectives.

• Typically results in a grade.Typically results in a grade.


Examples of Summative AssessmentExamples of Summative Assessment

• Standardized TestsStandardized Tests

• Mid-term & Final ExamsMid-term & Final Exams

• Unit TestsUnit Tests

Evidence of MasteryEvidence of Mastery

Students have mastered the content when they Students have mastered the content when they are able to do something are able to do something substantialsubstantial with what with what they have learned – beyond they have learned – beyond echoingechoing to the to the teacher.teacher.

Change the verb:Change the verb: Classify, Expand, Predict, Classify, Expand, Predict, Categorize, Argue Against, Rank, Develop, Categorize, Argue Against, Rank, Develop, Critique, Invent, Plan, etc…Critique, Invent, Plan, etc…


When designing assessments, consider the When designing assessments, consider the following:following:

• Are we assessing essential content or the Are we assessing essential content or the test test format?format?

• Are we assessing what we Are we assessing what we valuevalue most or most or only those things that are only those things that are easyeasy to grade? to grade?

• GuessingGuessing what the teacher is thinking what the teacher is thinking should not become a factor in a grade.should not become a factor in a grade.


• Assessments must be authentic to how Assessments must be authentic to how students are learning.students are learning.

• Students should never have to ask:Students should never have to ask: “Will “Will this be on the test?” this be on the test?”

““Students can hit any target they can see and Students can hit any target they can see and which stands still for them.”which stands still for them.”

---Rick Stiggens---Rick Stiggens

Assessment – Now What?Assessment – Now What?

• Look for patterns of performance – whole Look for patterns of performance – whole class and individualclass and individual

• Prompt teachers to reflect upon instruction Prompt teachers to reflect upon instruction and learning.and learning.

• Design appropriate interventionsDesign appropriate interventions

AssessmentAssessment

““Don’t take time to assess unless you are Don’t take time to assess unless you are going to take action with what you discover.”going to take action with what you discover.”

---Rick Wormeli---Rick Wormeli

GradingGrading

Consider the following scenario…Consider the following scenario…

Mr. Smith administers a test at the end of Mr. Smith administers a test at the end of a unit of instruction. The test results a unit of instruction. The test results indicate that approximately 50% of the indicate that approximately 50% of the students have mastered the material and students have mastered the material and the other 50% of the students have poor the other 50% of the students have poor to moderate mastery of the concepts. How to moderate mastery of the concepts. How should Mr. Smith proceed?should Mr. Smith proceed?

GradingGrading

Instruction Instruction Assessment Assessment InstructionInstruction

– Flexible Grouping – Remediation & Flexible Grouping – Remediation & ExtensionExtension

– Data SpecificData Specific

GradingGrading

How about now…How about now…

Mr. Smith administers a test at the Mr. Smith administers a test at the end of a unit of instruction. The test end of a unit of instruction. The test results indicate that all but two results indicate that all but two students have mastered the students have mastered the material. How should Mr. Smith material. How should Mr. Smith proceed?proceed?

GradingGrading

a)a) Encourage the students to prepare more Encourage the students to prepare more carefully for the next test.carefully for the next test.

b)b) Hold the students responsible for their Hold the students responsible for their lack of preparation.lack of preparation.

c)c) Allow the students to re-do the Allow the students to re-do the assessment at a later time.assessment at a later time.

d)d) Offer the students an opportunity for Offer the students an opportunity for extra-credit to boost their grades.extra-credit to boost their grades.

GradingGrading

Mr. Smith utilizes two different Mr. Smith utilizes two different versions of a unit test within the same versions of a unit test within the same classroom. One test has fewer classroom. One test has fewer questions than the other and also has questions than the other and also has formulas printed on the top of the formulas printed on the top of the page. A student who took the modified page. A student who took the modified version of the test earns a higher version of the test earns a higher grade than a student who took the grade than a student who took the regularregular version. Is this fair? version. Is this fair?

DifferentiationDifferentiation

Differentiation, whether instruction or Differentiation, whether instruction or assessment, means doing what is fair and assessment, means doing what is fair and right for each student.right for each student.

Provides students with the Provides students with the toolstools to handle to handle things when they are not differentiated.things when they are not differentiated.

Requires teachers to do Requires teachers to do differentdifferent things things for for differentdifferent students – driven by students – driven by readiness.readiness.

GradingGrading

Not all students will master the Not all students will master the concepts that we teach at the same concepts that we teach at the same timetime, at the same , at the same raterate, or as a result , or as a result of the same instructional or of the same instructional or

assessment assessment strategiesstrategies..

The “Re-Do”The “Re-Do”

• Provides an opportunity for students to Provides an opportunity for students to demonstrate their current level of mastery demonstrate their current level of mastery after remediation and re-teaching.after remediation and re-teaching.

• Always at the discretion of the teacher.Always at the discretion of the teacher.

• Follows from a plan of action that requires Follows from a plan of action that requires the student to take responsibility for the student to take responsibility for his/her own learning.his/her own learning.

The Re-Do…Now What?The Re-Do…Now What?

Mr. Smith provides an opportunity for Mr. Smith provides an opportunity for his two students to “re-do” the his two students to “re-do” the assessment that they did not master assessment that they did not master on the first attempt. What should Mr. on the first attempt. What should Mr. Smith now do with the new test score Smith now do with the new test score for each student?for each student?

The Re-Do…Now What?The Re-Do…Now What?

a)a) The highest grade that the students The highest grade that the students are able to earn is a “C.”are able to earn is a “C.”

b)b) Average the two grades together for Average the two grades together for a new score.a new score.

c)c) Give the students the grade earned Give the students the grade earned on the re-do.on the re-do.

d)d) Give the students the higher of the Give the students the higher of the two grades earned on the two grades earned on the assessments. assessments.

Understanding the Understanding the PurposePurpose

Never stop asking the Never stop asking the question – what question – what purposepurpose does does a grade serve, and what are a grade serve, and what are we trying to we trying to communicatecommunicate to to students and parents when students and parents when we assign a grade?we assign a grade?

Grades…Grades…

Should be an Should be an undilutedundiluted indicator of indicator of student mastery of the concepts or student mastery of the concepts or standards.standards.

Consider some of our traditional Consider some of our traditional grading practices…are there any grading practices…are there any which do not fulfill this purpose? which do not fulfill this purpose?

Common FactorsCommon Factors

• EffortEffort

• AttendanceAttendance

• ParticipationParticipation

• Homework (practice)Homework (practice)

GradingGrading

Consider the following scenario…Consider the following scenario…

Two students in your Social Studies Two students in your Social Studies class come to you and inform you class come to you and inform you that they did not understand the map that they did not understand the map assignment that was given for assignment that was given for homework. How would you respond? homework. How would you respond?

a)a) Review and reassign the taskReview and reassign the task

b)b) Assign the students a zeroAssign the students a zero

c)c) Reassign the task with a point Reassign the task with a point deductiondeduction

GradingGrading

How about now…How about now…

A student in Mr. Smith’s class does A student in Mr. Smith’s class does none of the assigned homework, yet none of the assigned homework, yet earns an “A” on every formal earns an “A” on every formal assessment. What grade should Mr. assessment. What grade should Mr. Smith assign to appear on the Smith assign to appear on the student’s report card?student’s report card?

HomeworkHomework

• Should be given Should be given after after students have students have learned the material.learned the material.

• Should be utilized for practice, Should be utilized for practice, reinforcement, elaboration, and extension. reinforcement, elaboration, and extension. Should not be used to Should not be used to teachteach new material new material or used prior to student readiness.or used prior to student readiness.

• Shift in thinking – if we don’t grade or Shift in thinking – if we don’t grade or count homework, students won’t do it.count homework, students won’t do it.

HomeworkHomework

Practice does not make Practice does not make perfect.perfect. Instead, practice Instead, practice

makes makes permanent.permanent.

TieringTiering

• Requires a clear understanding of Requires a clear understanding of what constitutes mastery and what what constitutes mastery and what evidence will be accepted. evidence will be accepted.

• ReadinessReadiness

• InterestInterest

• Learning profileLearning profile

TieringTiering

Tiering is not about Tiering is not about moremore or or lessless work, but the work, but the naturenature

of the work.of the work.

Practices to Avoid in a Practices to Avoid in a Differentiated ClassroomDifferentiated Classroom

• Penalizing students’ multiple Penalizing students’ multiple attempts at mastery.attempts at mastery.

• Grading practice assignments such Grading practice assignments such as homework.as homework.

• Not scaffolding or differentiating Not scaffolding or differentiating when this is what is needed.when this is what is needed.

• Group grades.Group grades.• Incorporating non-academic factors – Incorporating non-academic factors –

behavior, attendance, effort, etc…behavior, attendance, effort, etc…

Practices to Avoid in a Practices to Avoid in a Differentiated ClassroomDifferentiated Classroom

• Allowing the format of the Allowing the format of the assessment to get in the way of assessment to get in the way of determining student mastery.determining student mastery.

• Grading on a curve or incorporating Grading on a curve or incorporating extra-credit.extra-credit.

• Recording zeros for work not Recording zeros for work not completed.completed.

Practical Classroom Practical Classroom StrategiesStrategies

• Provide students with a copy of the Provide students with a copy of the assessment on the first day of the unit.assessment on the first day of the unit.

• List the objectives on the top of the List the objectives on the top of the assessment – helps to focus the assessment – helps to focus the student and the teacher.student and the teacher.

• Provide feedback in a timely fashion – Provide feedback in a timely fashion – the more immediate, the more useful.the more immediate, the more useful.

• Vary the format of the assessment.Vary the format of the assessment.

Practical Classroom Practical Classroom StrategiesStrategies

• Vary the type of assessment – pre-, Vary the type of assessment – pre-, formative, and summative.formative, and summative.

• Provide students with an opportunity Provide students with an opportunity for “re-dos.”for “re-dos.”

• Provide students with as much time Provide students with as much time as they need to demonstrate what as they need to demonstrate what they know.they know.

At the Heart of the At the Heart of the MatterMatter

Fair does not mean that Fair does not mean that every child gets the every child gets the samesame treatment, but that every treatment, but that every child gets what he or she child gets what he or she needs.needs.

--Richard D. Lavoie--Richard D. Lavoie

ReferencesReferences

Fair Isn’t Always Equal: Assessing & Grading in Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroomthe Differentiated Classroom

---Rick Wormeli---Rick Wormeli

Classroom Assessment & Grading that WorkClassroom Assessment & Grading that Work

---Robert J. Marzano---Robert J. Marzano

Transformative AssessmentTransformative Assessment


ReferencesReferences

Principal Leadership (September, 2008)Principal Leadership (September, 2008)Student Assessment: Gathering All EvidenceStudent Assessment: Gathering All Evidence

Formative Assessment: Seven Stepping Stones to Formative Assessment: Seven Stepping Stones to SuccessSuccess


Evidence of Learning: A Conversation with Jay McTigheEvidence of Learning: A Conversation with Jay McTighe---Judith Richardson---Judith Richardson

Show What You KnowShow What You Know---Rick Wormeli---Rick Wormeli

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