grading visible learners nagel-slides visible learning institute san diego
TRANSCRIPT
Grading Visible Learners:
Guided by Effective Feedback
Dave Nagel
#vlconf2014
#gradingvl
Recognize certain grading practices inhibit building assessment capability in students Understand grade reporting of mastery is not synonymous with grading practices that foster student growth and development Describe specific school and classroom level grading practices that promote effective student feedback Recognize the importance of avoiding praise as feedback in student product or performance demonstration Understand the importance of providing clear success criteria; both process and product Recognize that deliberate practice with teacher feedback must be embedded into classroom grading practices
Learning Intentions
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Success Criteria By the end of this session participants will be able to:! !
Apply Professor Hattie’s instructional model of feedback through grading practices to increase student learning!!Cite specific school and classroom actions to apply feedback through grading practices that increase student assessment capabilities!!Apply 1-2 specific grading approaches in their school or classroom immediately !!Determine potential roadblocks for implementing new grading practices and approaches as well as actions to begin to overcome them !#gradingvl
Do your students
consistently receive
feedback that increases their
learning?
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Grades Effec,ve Feedback
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Task!
Process!
Self-Regulation!
Model need not be abandoned because of grading
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Please complete the feedback reflec,on
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Which of the research statements on feedback did you find the most interesting or compelling? Why? !Do you give effective feedback to your students? How do you know? !How has your feedback, at any level been a consideration for how grading is done in your classroom or school setting? !
Do your current grading prac,ces diminish mind frames?
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Reasons for a lack of Meaningful Grading
Tradi,ons Trumping Evidence
Teacher Desire for Power & Control
Absence of Collabora,on Around Grading
False Assump2ons
Grades focus on process criteria
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“I have a Masters (or doctorate), and I know what’s best for my students!”
Teacher oQen eschew expected grading guidelines (Raznov, 1987; Tierney 2011).
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Determining Our Current Reality? #gradingvl
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Grading Visible
Learners!
Avoid Product Level Praise! Create
Culture Welcoming
Error!
Success Criteria Clarity !
Goal Setting
(Challenging!Embed Mastery Grading!
Avoid Grading
Early !
Promote Deliberate Practice !
Time is NOT the Variable!
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Praise ineffec,ve feedback for product or performance
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A challenge for teachers….
…Some students prefer individual praise (de Luque & Sommer, 2000).
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Does your classroom or school culture welcome error?
Cri,cal Ques8on
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Students take risks based on their percep8on of support from their teachers and other students
(Alton-Lee & Nuthall, 1990; Doyle, 1983). #gradingvl
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Student commitment allows feedback to trigger internal appraisal, thus improving reaction to feedback.
(Van-Dijk and Kluger, 2000;2001)
Build Student Commitment Through Goal Setting
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Both product and process success criteria
Success Criteria Clarity
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Grading students on the path they follow towards learning—leads to confusion.
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Student Graphic Organizer Complete
Rough Dra?
Final Essay
Total Points
Grade
Kristen 5 10 60 75 C
BriJany 15 30 45 90 A-‐
Mark 0 10 60 70 C-‐
Samantha 15 30 45 90 A-‐
Gabe 15 30 25 70 C
Total Possible 15 30 60 100 #gradingvl
Task—Please complete 1-4: Actions to Grade Visible Learners
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Grading Visible
Learners!
Avoid Product Level Praise! Create
Culture Welcoming
Error!
Success Criteria Clarity !
Goal Setting
(Challenging!Embed Mastery Grading!
Avoid Grading
Early !
Promote Deliberate Practice !
Time is NOT the Variable!
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Avoid Early Grading
When graded early in learning process…Students take their aJen2on away from the strategies they need to use to reach the next level in their learning
(Kluger & DeNisi, 1996)
Well
Below Mastery
Significant Progress
Work indicates on track to
mastery
Mastery Demonstration
Product or Performance
Full Credit
(Points or Marks)
Minimum Proficiency Threshold
Students Receive Feedback
—Not small amount of points
Grade = IP
IN-Progress Students & Parents
Aware
Students Receive Feedback
—Can use and resubmit for higher grade
Mastery Grading
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Deliberate Prac,ce Must Not Be Interrupted for Grading
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TIME must be the variable & learning the CONSTANT
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Subject 2007 ‘Flex Time’ Added
2008 2009
English 63% 91% 92% Algebra 67% 86% 97%
Global History 55% 74% 87%
US History 76% 86% 93% Living
Environment 70% 72% 94%
Spanish 82% 91% 92%
Charter School for Applied Technologies (Buffalo, NY) % students passing Regents Exams
Charter School for Applied Technologies Gradua2on Rate
2008 2009 2010 2011 2012
94% 100% 94% 100% 100%
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Task—Please complete 5-8 Actions to Grade Visible Learners #gradingvl
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Example Strategies
1. Training Tasks 2. Challenges Within Tasks #gradingvl
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Weigh,ng Grades
Schools had commitment to defining “excellence” (Cognard, 1996)
Provide student with extrinsic incen2ves (Lang, 2007)
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Crea,ng Challenges within Tasks
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Overcoming Roadblocks to Implementa,on
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Establish Collabora2on Expecta2ons for Grading
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Learn more about Visible Learningplus at www.corwin.com/visiblelearning
Dave Nagel [email protected]
Davenagel.com @davenagelvlplus