grading and reporting to improve achievement · grading and reporting to improve achievement ......

Grading and Reporting to Improve Achievement

Presented by: Debra [email protected]

1

Why?

What is the Purpose of Grades?

1. Administration: To what extent should grades be used to make administrative decisions such as whether students progress to the next grade level, class rank, whether credits are earned, and so on?Not at all To a great extent

1 2 3 4

2. Feedback: To what extent should grades be used to provide students and parents with feedback about student learning?

Not at all To a great extent1 2 3 4

3. Guidance: To what extent should grades be used to provide students with guidance relative to courses they should take, occupations they should consider, and so on?Not at all To a great extent

1 2 3 4

4. Instructional Planning: To what extent should grades be used to plan instruction?Not at all To a great extent

1 2 3 4

5. Motivation: To what extent should grades be used to motivate students? Not at all To a great extent

1 2 3 4

What should influence grades?

1. Academic achievement: To what extent should academic achievement have an influence on grades?Not at all To a great extent

1 2 3 4

2. Effort: To what extent should effort have an influence on grades?Not at all To a great extent

1 2 3 4

3. Behavior: To what extent should behavior have an influence on grades?Not at all To a great extent

1 2 3 4

What should influence grades?

4. Participation: To what extent should class participation have an influence on grades?Not at all To a great extent

1 2 3 4

5. Attendance: To what extent should attendance have an influence on grades?Not at all To a great extent

1 2 3 4

What should be the reference point of grades?

Which of the following is the most appropriate referencing point for grades?

Norm-referencing? ________

Criterion-referencing? ________

Referencing to Knowledge Gain (progress)? ________

2

What’s wrong with out present system of grading?

1.Different teachers consider different factors when they give grades—factors other than academic achievement.2.Teachers weight assessments differently.3.Single scores hide students strengths and weaknesses.

What’s wrong with the current system of grading?


1.Different teachers consider differentfactors when they give grades—factors other than academic achievement.

#1 #2

0

20

40

60

80

100

Percentile Math Test Score

A B C D

7th Graders’ Grades in Math

Low Poverty

High Poverty

87

36

56

34

41

22 2111



2.Teachers weight assessments differently.

3

3%21%21%55%1271%15%37%47%1160%9%17%74%956%14%27%53%946%11%38%45%93

7%8%14%71%625%9%21%65%41

3 Grades

Diff.

2 Grades

Diff.

1 Grade Diff.

Same Grade Given

GradeLevel

Study

Results of Studies of Grades Assigned by Team TeachersSource: Marzano, 1998l, McREL



3.Single scores hide studentsstrengths and weaknesses.

Part 1: Solve the following:1) 35-30 = _____2) 10% of 605 – 10% of 500 = _____3) 605-500 = _____4) 10%x = 35 x=_______5) 35 + 10% of 35 = _____

6) 50 – 10% of 35=______7) 90% of 85 + 605 x= _____8) 500x = 30 x=______9) 30 + 35 – x = 15 x=_____10) 35 = x% of 605 x=____

Part 2: In a certain country, the defense budget for 1998 was $30 million. The total budget was $500 million. In 1999, the defense budget was $35 million. The total budget was $605 million. The overall inflation rate between the 1998-1999 was 10%. You have been invited to lecture at a military academy that would like to hear that the defense budget INCREASED from 1998-1999. You have also been invited to lecture at a peace rally attended by people who would like to hear that the country’s defense budget DECREASED between 1998-1999.Using the figures above, construct support for each position.

What do you consider to be problems with our current system of grading?

What works well in our current system of grading?

Factors Influencing Achievement

School

1.Guaranteed and Viable Curriculum

2.Challenging Goals and Effective Feedback

3.Parent and Community Involvement

4.Safe and Orderly Environment

5.Collegiality and Professionalism

4


School






1.Guaranteed and

Viable Curriculum







2.Challenging Goals and

Effective Feedback

School


9. Home Environment

10. Learned Intelligence/ Background Knowledge

11. Motivation

Student

11. Motivation


6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

Teacher

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advance organizers

Setting Objectives and Providing Feedback

5

When students know what they are learning, their performance, on average, has been shown to be

27 percentile points higherthan students who do not know what they are learning.

John Hattie—reviewed 7,827 studies on learning and instruction.

Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

John Hattie—reviewed 7,827 studies on learning and instruction.

…reported that providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.

6

Grading Policies

7

EVALUATION AND HOMEWORK POLICY

Evaluation will be determined on the basis of the following: Tests - 40% Quizzes (one dropped per semester) -25% Homework -10% Projects - 5% Open notebook mini quizzes (one dropped per quarter) - 5% Final examination - 15% Homework will be given daily so that students will be able to master the skills necessary to satisfy course requirements. Homework must be complete, with all work shown, and on time to receive full credit. It is easy to monitor your student’s progress in my class. Quizzes and tests are returned to students within two to four days. Written homework is given almost every day and graded using a 4 point scale with notations of “L” for late, “I” for incomplete, and “W” for work not shown. Each assignment is numbered by section so you can keep track of how many they have completed. Also, during the fifth week of each marking period, students will receive a computerized progress report for you to sign and return. Students are given additional printouts also. The grading scale is as follows: 100-92=A 91-83=B 82-74=C 73-65=D and below 65=F

9

Grading Criteria

1. Approximately two thirds of your grade will be the average of your tests and projects.

2. Approximately one third of your grade will be the average of your labs, daily assignments, and quizzes.

3. All tests may be retaken if time permits. Another version of the test will be used. I recommend that you go over the material with me before retaking the test. I also recommend the test be retaken within two weeks.

4. If you have been caught cheating, your parents or guardians will be called. You will receive a zero. Since tests are an important part of your grade, this will severely affect your grade.

5. Full lab reports will count the same as five daily assignments. Partial lab reports will count the same as three daily assignments.

6. A notebook is highly recommended. It should contain the following sections: A. Handouts B. Calendars C. Notes D. Assignments E. Lab Reports

7. I recommend that every assignment be reworked until the score on the homework is at least 80%. This will allow you to learn from your mistakes and to remember the material more effectively.

8. The final will be comprehensive. A note card may be used on the final only. A centimeter will be cut off for each unexcused tardy. This is in addition to the school's tardy policy.

9. Letter grades will be assigned as follows:

100-90 A

89-80 B

79-70 C

69-60 D

59-00 F

Makeup and Late Work

1. All daily work is due the next day.

2. All lab reports are due one week after the lab is completed.

3. Late work is accepted because of my grading policy, but this puts more responsibility on you. Keep in mind that every day we have an assignment.

4. Please come in for help or ask questions in class when you are having trouble.

5. Not all the material covered in this class is given in the textbook. It is to your advantage to be in class each day. If you miss a lab, you must either make up the lab or write a 3-5 page paper

10

12th Grade English GRADINGAt the end of the semester, 75% of your grade will be assigned as follows:

"All of you are failing whether or not you do your work..."An "A" will be assigned to students who have consistently met all the requirements and have written publishable pieces of:

-At least 5 Poems from the Poetry Unit: coveringall 4 types

-Essay/Short Story 1: with 1st Draft, 2nd Draft, and Final Draft-Essay/Short Story 2: with 1st Draft, and FinalDraft

-A Multi-genre paper including:-A Thesis Paper of at least two pages withat least 3 sources cited.

-At least 4 other genresA "B" will be assigned to students who have consistently met all the requirements and have written publishable pieces of:

-At least 5 Poems from the Poetry Unit: coveringat least 3 types

-Essay/Short Story 1: with 1st Draft, 2nd Draft,and Final Draft

-Essay/Short Story 2: with 1st Draft and FinalDraft

-A Multi-genre paper including:-A Thesis Paper of at least two pages withat least 3 sources cited.

-At least 3 other genresA "C" will be assigned to students who have consistently met all the requirements and have written publishable pieces of:

-At least 4 Poems from the Poetry Unit: covering at least 2 types-An Essay/Short Story 1: with 1st Draft and Final Draft-An Essay/Short Story 2: with 1st Draft and Final Draft-A Multi-genre paper including:

-A Thesis Paper of at least two pages with at least 2 sources cited.-At least 2 other genres

A "D" will be assigned to students who have consistently met all the requirements and have written publishable pieces of:

-At least 3 Poems from the Poetry Unit: covering at least 2 types-At least one Essay/Short Story: with 1st Draft and Final Draft-A Multi-genre paper including:

-A Thesis Paper of at least two pages with at least 1 source cited.-At least 2 other genres

The remaining 25% of your grade will be decided by participation in activities, daily discussion and/or written work over readings from the text.*Although their will be grades assigned for each deadline, students will have the potential to boost their final grade by submitting a revised work anytime up until Monday 5/29/02.

11

Grading. Exploratory World Languages in the 5th grade are taken Pass/Fail. Class work (written/oral work and participation) counts 50%.Quizzes/projects count 50%.Absent students must make up all missed quizzes, graded class work and projects for full credit when turned in as directed by teacher. After two missed assignments, parents/guardians will be telephoned and students may receive a recess detention. All late work receives a maximum of 50% credit when submitted.

We wish every 5th grader a successful and fun year with World Languages!

6th grade Grading Policy: Citizenship grades are based on attendance, punctuality, work habits, compliance to rules, personal conduct, respecting the rights of others, and attitude. Students will be graded on the following Semester Grading:

Honors 6th Grade MathGrading CategoriesHonors Pre-Algebra45%Tests/Group Tests /Quizzes/and Performance Assessments (of which the single lowest score will be dropped)45%45%Homework/ Math Notes40%Projects5%10%Class Observations/ Participation10%100%Total100%EXTRA CREDIT: Extra credit is a privilege not a right. There will be several opportunities available during the semester to earn extra credit. I suggest that these opportunities be utilized, extra credit will not be offered at the end of the semester! *The following represents my grading policy, I will make all attempts to maintain it's integrity, but it may be changed at my discretion. In general changes made will be for the benefit of the student.

The Grading Policy is as follows:

Homework... 25%

Classwork.... 25%

Projects/Reports... 25%

Participation.... 25%

12

Grading Standards

The maximum number of points made available per semester will be the 100% grade. It most likely will be in the 450-500 point range. Tests will account for about 70% of that total. Lab reports will make up most (if not all) of the remaining 30%. There might be an occasional other assignment. I have a homework policy described below.

The following scale will be in effect for determining the final grade. The final grade will be truncated to the nearest whole number (i.e., to obtain an A-, you must score 88% of the maximum points, not 87.9...%). Grades are not curved.

A+ 96 - 100+ B+ 84 - 87.9... C+ 72 - 75.9... D+ 60 - 63.9... A 92 - 95.9... B 80 - 83.9... C 68 -71.9... D 56 - 59.9... A- 88 - 91.9... B- 76 - 79.9... C- 64 - 67.9... D- 50 - 55.9...

Grades will only be modified if I agree there is a mistake on my part. If you feel you have a claim, then make your case (after school, not in class) and cite your evidence, then let me think it through. Confrontational tactics, especially in public, serve no good purpose.

Please understand that the deeper and deeper you go into the semester, the harder and harder it will be to raise your grade. If it comes to the point where 100% of the remaining points will only move your overall grade 1.5%, but you need to move 2.0% to get an "A," I will say "Sorry, kid, you can't get an A." I know you want me to say that you can do all sorts of "makeup" stuff, but the reality will be that you have let slip your opportunity. At the end of the semester, it will be too late to go back and recover the work you did not do in the preceeding months. Would you not agree that my view is fair? Otherwise, wouldn't everybody just put off all their work until the very end? Or even beg to do "makeup" work AFTER the semester has ended?

I know that there may arise disputation about a final grade and I might be "blamed" because I did not allow you to do "makeup" work. Keep in mind I am not discussing obvious cases like someone sick in the hospital for a month or having to suddenly attend a funeral. (Or even fraud, which I will never engage in!!) No, I am discussing the person who is there for class and simply does not do the necessary work, consequently falling short of their desired grade. I do not wish to dispute grades with you or your parents, but I will do so if it proves necessary. I wish for you to do everything in your power to never allow this type of grade dispute to arise.

Tender Teacher-Student Moment

1. Student: "What is my grade at this moment?" Teacher: "See me after school."

2. Student: "I want to see my test." Teacher: "See me after school after EVERYONE has taken the test."

3. Student: "I think you should discuss the test in class." Teacher: "Thank you for sharing your opinion."

4. Student: "You made a mistake on my lab report grade." Teacher: "Thank you. Write an explanatory note and give it to me along with the assignment."

5. Student: "You made a mistake on my test score." Teacher: "Thank you. I'll check into it and get back to you with my decision and an explanation."

13

Your Grade Expectations

In my class, I will hold you, the student, to an academic standard considered by many to be "high." I consider it appropriate. In fact, I am completely convinced that the academic standard choices I make in my class are in your best interest, both short-term and long-term. I once had a parent, claiming to be a teacher, insist that their child's C+ would have been a B- in their class. I pointed out that the person's child was in MY class and that, should their child ever be in their class, they were welcome to give her a B-. The conversation ended shortly thereafter. The reality is that I am the teacher and my academic standard choices get to trump yours or your parents.

When it comes to getting the grade you desire, I am reminded of the words of the Roman playwright Titus Plautus: "He that eats the nut must crack the shell." In other words, you have to meet my standards for grades, not yours or your parents. You may certainly disagree with my choices but, absent my disobedience to district guidelines or the law, I get to have the final choice on grade standards.

A note of concern: students who have done well (and not had to work too hard in the bargin) in most of their other classes often have an overly optimistic view of their memory and thus are reluctant to take notes or do visible work and certainly wouldn't dream of recopying something or doing more than one of a given problem type. Please understand that the problem solving approach used in chemistry is new and may be difficult for some. Consequently it is not unusual that some students will need up to nine or ten weeks of persistent effort to initiate understanding. Please, I beg you, persist and do not give up.

I also recognize that some students need the shock of doing poorly on a test (or several tests or an entire semester's worth of tests) to stimulate them to initiate a new strategy for studying. The disbelief that a new approach is needed sometimes continues until the reality of a poor six week's grade looms large on the horizon. One shocking six week's grade should do the trick, however, there are times when it is not enough.

Sometimes, the student takes the position that a poor grade is not their fault, therefore it must be someone else's (read "the teacher's") fault. This is the genesis of such excuses as "But I tried" or "But I studied really hard." (It is almost as if the student feels that this self-judgment of their own work ethic should be sufficient justification to be awarded an "A" grade or, in extremis, a "C.") Consequently, it is the teacher's fault because they do not see the obvious truth so stated. Sometimes, after a poor grade, the student lashes out at the teacher. I only ask that, before you do this, please think very carefully of all the ramifications before claiming, in my presence, "this class is too hard" or "this class is too much work" or "you are unfair."

Tender Student-Teacher Moment

1.Student: "I'm bored by this class. All we do is work." Teacher: "Fine. Check out of class."

2.Student: "Why do we have to learn this?" Teacher: "You don't. Check out of class."

3.Student: "This class is too hard." Teacher: "See your GLC. Check out of class."

4.Student: "What good is school anyway?" Teacher: "Yep, it's worthless. Check out of all your classes. Get a job that includes a new Lexus and a new Hummer H2 every year plus free use of condos at Dana Point (use the company yacht) and Aspen (use the company ski resort) for as long as you want. Jobs like that, usually paying $1,000,000 a year for minimal work, are sooooo easy to find. Especially for high school drop outs!!"

14

Grading Reform

15

1

2

1,1

2,3

Janie

Jamal

Josh

Students

Assignments and Assessments

Standard Topics

3.73.7

2.02.32.02.02.01.34.01.33.34.03.7

3.33.3

2.32.31.73.73.72.32.33.33.32.01.7

3.73.7

2.02.02.03.02.72.33.73.34.03.73.7

Assig

n 1

10/2

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Writing— Writing- Rdg. Comp. Org Mech./Conv

Home work

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10/15

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Assessment

Designing and Scoring Assignments

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Evaluation –American Folk Song ProjectAs stated in the beginning letter of this class, this

project will count for 25% of your total music grade. The concert will be worth 50 points in the participant grade. Here are the things I'm looking for in your project:

1. Did you and your partner work together on this project, or did one of you complain that the other wasn't doing anything? I may have to ask you to write out exactly what you contributed to the project if this occurs.

2. Are the song words and the paragraph typed and with the font sizes indicated?

3. Is there written music or is there a tape with the project?

4. Are spelling and grammar correct?5. Does the illustration have a look of high

quality or is it hastily scribbled out, smudged, and/or smeared?

6. Is your name on all parts of the project?7. Were you and your partner ready to teach this

song to the class?

28

What if…

we tracked Learning Goals?

1. Identify the academic Topics/Learning Goals and the non-academic factors that will be taught, assessed, and recorded during the grading period.

The Standards-Based ClassroomRecord-Keeping and Reporting

2. Set up record-keeping and reporting systems that will provide students with feedback about their progress toward the Learning Goals and about their performance for non-academic factors.

4. Develop instructional plans and assessments.


3. Determine the criteria that will be used to assess the Learning Goals and the non-academic factors.



1. Identify the academic Learning Goals and the non-academic factors that will be taught, assessed, and recorded during the grading period.

How do you decide what to track?

1. Simply track in two sections: Academic separate from Non-Academic

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Janie

Jamal

Josh

Students


Standard Topics

3.7

2.02.01.34.01.33.34.03.7

3.3

3.73.72.32.33.33.32.01.7

3.7

3.02.72.33.73.34.03.73.7

Responsibility

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1

Academic Assignments 2. Split Academic into general Topics.

a. Some might define units of study, such as

Colonization, Building a New Government, Decimals and percents

b. Others topics might be tracked all year, such asWriting, Reading Comprehension, Spelling, Using Social Studies

Tools (maps, documents),

1

2

1,1

2,3

Janie

Jamal

Josh

Students


Standard Topics

3.73.7

2.02.32.02.02.01.34.01.33.34.03.7

3.33.3

2.32.31.73.73.72.32.33.33.32.01.7

3.73.7

2.02.02.03.02.72.33.73.34.03.73.7

Colonization Revol. War Writing Effort

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1

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Janie

Jamal

Josh

Students


Standard Topics

3.73.7

2.02.32.02.02.01.34.01.33.34.03.7

3.33.3

2.32.31.73.73.72.32.33.33.32.01.7

3.73.7

2.02.02.03.02.72.33.73.34.03.73.7

Ecosystems. Adaptation Sci. Inquiry Home work

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Some topics will include several types of Learning Goals. You need to decide if you want to break the topic down further.

Colonization

a. Knows Terms and Details

b. Understands major (organizing) ideas

Revolutionary War

a. Knows Terms and Details

b. Understands major (organizing) ideas.

Decimals and Percents

a. Computation

b. Understanding and application in problems




30

Effort?4 Appropriately pushes oneself to learn; seeks out difficult tasks3 Attempts to learn what is needed for success; accepts

difficult tasks2 Gets by with minimum; needs prompting to do what is

difficult1 Makes little effort; refuses to attempt difficult tasks

What non-academic factors will be taught and assessed?

Work in on time?4 All work in on time3 Almost all work in on time; few oversights2 Some work in on time; some significant late work1 Most work is late or missing






3. Determine the criteria that will be used to assess the Topics/Learning Goals and the non-academic factors.

Assignment/Assessment




Topic: 1.Average or Weighted Average

2.Trend Score (Power Law)

3.Assessment Event





Topic:

1.Average or Weighted Average

4

X 2Assignment/Assessment




Topic:

2. Trend Score (Power Law)

31





Topic:

3. Assessment Event

X 0

X 0

X 0

X 0

Assessment Event

Topic:

Topic:

Topic:

Effort:

Investment:

Homework:

Academic Grade:

Work Habits Grade:

Grade for Class/Subject



3. Determine the criteria that will be used to assess the Learning Goals and the non-academic factors.

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grading and reporting to improve achievement · grading and reporting to improve achievement ......

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