Transcript Assessment Literacy

STANDARDS BASED
REPORTING
Samantha Thomas
Kentucky Department of Education
Mathematics Intervention Consultant
OVERVIEW
Definition and Purpose
W H A T I S S TA N D A R D S B A S E D
REPORTING AND WHAT IS ITS
PURPOSE?
 Standards-Based Reporting is a refined way of reporting
what students know and how they demonstrate their learning of
state standards.
 The purpose of Standards-Based Reporting is to align
grading with the state content standards measured by
consistent and accurate student achievement.
SNAPSHOT
Before Standards Based Reporting
S N A P S H O T B E F O R E S TA N D A R D S
BASED GRADING…..
 Daily learning targets were posted on the board
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(I can…. Content standard.)
 Assessments were driven by the daily learning targets for the
unit of study
 Summative Assessments were administered, graded, recorded
and corrected in class. Students placed the assessment in their
binder to reflect (on their own) and I continued with the content
GRADES IN MY CLASSROOM BEFORE
S TA N D A R D S B A S E D G R A D I N G … .
 Daily homework grades
were given based on effort
and completion. (10 points)
 Quizzes and Tests were
 Some students attain an “A”
average on homework although
eighty percent of their work may
be incorrect.
 Assessments were graded,
administered throughout the
recorded, corrected and given to
units to monitor learning and
the students. No further analysis
achievement.
of the assessment was completed.
GRADES IN MY CLASSROOM BEFORE
S TA N D A R D S B A S E D G R A D I N G … . .
 Students were given a binder
 Students were receiving
grade worth 100 points. Fifty
achievement marks based on
points for the organization,
their ability to organize
notes, etc. and fifty points for
information and be responsible.
their content vocabulary
 Students received
notebook.
achievement marks for listening
 Weekly Participation Points
and contributing to the
conversation.
REALIZING THE
PROBLEM
Should grades be indicative of student performance?
HUGE GAPS
 Identified issues in my classroom
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Why did most of my students have A’s and B’s if their
assessment results were below average percentiles?
Why weren’t they learning from their mistakes that I marked
on their tests?
RESTRUCTURING OUR
THINKING
How do we ensure that achievement marks are a true measure of
STUDENT ACHIEVEMENT?
TIME FOR CHANGE
 The marks my students received at the end of each semester
were not indicative of their performance.
 Students were not learning from their mistakes because they
did not have the tools or the information needed to assess their
comprehension of the learning targets.
 Standards Based reporting was Implemented
CONSIDER
 What should student grades
represent?
 Should students be able to
self analyze their own
learning?
 Is homework an
achievement mark or a
support to master content?
 What tools do students
need in order to self
analyze?
 Should students have only
one opportunity to show
comprehension?
ASSESSMENT PROCESS
Learning to self analyze
ALL WORK BEGINS POST ASSESSMENT
 After Summative assessment were administered and scored,
feedback is provided to students and each student completes
an assessment analysis tool. This allows them to identify which
targets they mastered and other targets that require further
growth.
ASSESSMENT ANALY SIS
 After each assessment (instead of throwing them away)
students analyze their assessment to find their mathematical
mistakes.
 Students become aware of their misconceptions and begin
appropriate practice to master the targets.
•
Students have support for this process through small groups,
teacher-student conferences, and one on one instruction as needed.
ASSESSMENT ANALY SIS
ASSESSMENT ANALY SIS
LIFE LONG LEARNERS
The Re-Assessment Procedure
ASSESSMENT PROCESS
 Students complete the unit assessment.
 After receiving the results students complete the assessment analysis to locate
the standards they did not master.
 Students only complete a re-assessment for those targets they did not master.
 Students wanting to reassess must conference with teacher first and bring the
following to show proof of work.
• The assessment analysis tool
• All completed homework (suggested practice)
• Completed study guide
WHAT HOMEWORK?
 Homework does not disappear when implementing Standards Based
Reporting.
 Homework is still required but is viewed as a support to reach
mastery for the learning targets.
 Homework is a requirement in order to have the right to re-assess of
targets.
 Homework grades may still be recorded in Infinite Campus for
tracking purposes with zero weight assigned.
ASSESSMENTS
 Round 1 Assessment is composed of multiple choice
questions, short answer, and extended response. Students are
required to show work.
 If students do not master the assessment, they must
conference with me and bring the required work. (Assessment
analysis, Study Guide, Completed Homework)
ASSESSMENTS
 Round 2 Assessment consist of short answer questions and
extended response. The questions are completely new. This is
not a system in which the same assessment is administered over
and over until mastery is reached.
 If students do not master the second assessment, they must
again conference with me and bring the required work. (First
and Second Assessment analysis, Second Study Guide)
ASSESSMENTS
 Round 3 Assessments require more work. Students must
complete extended response questions, show their work
AND provide a rationale for how they arrived at each step.
 If the third assessment is not mastered further steps are
taken within systems of intervention to address
misconceptions.
•
RtI, ESS, etc.
ASSESSMENTS
 All assessments are laid out with an “I Can” statement for
each section.
 Using “I Can” statements allows students to become familiar
with the content.
 If large summative assessments were administered, the “I
Can” statements were removed.
ACHIEVEMENT MARKS
How are students graded?
STUDENT ACHIEVEMENT MARKS WITH
S TA N D A R D S B A S E D G R A D I N G ….
 Students are graded strictly on the achievement level of their
assessments.
 Assessments are not limited only to paper and pencil, the
teacher can also use:
• Product Based Assessment(composing a three dimensional
model labeling the components and calculating the volume of
the solid.)
• Performance Based Assessment (Speaking to classmates and
presenting the process of photosynthesis)
GRADES
 Students are graded on a ranking system of 1 to3.
• 3 (Mastery) This means that a student is able to demonstrate
clear and consistent understanding of the knowledge,
reasoning, skill and product target.
• 2 (Developing) This means that a student demonstrates
understanding, but does so on an inconsistent or incomplete
manner.
• 1 (Beginning or Below Basic) This means that a student
demonstrates limited understanding of the target.
• Other standards based grading examples consist of skill levels
1, 2, 3, and 4. This ranking system is up to the district.
GRADE BOOK COMPARIS ON
DATA TRACKING
How is student growth tracked?
DATA TRACKING
 Using a color coded excel spreadsheet enabled me to analyze
achievement improvement throughout the semester.
 Row averages showed individual student achievement while
vertical averages showed target achievement.
 Composing a graph of target based performance quickly
showed the vast improvements students were making.
DATA TRACKING
DATA TRACKING
DATA TRACKING
DATA TRACKING
YEAR END RESULTS
What did the year end data say?
THE RESULTS
 Eighth grade students showed 17.5% increase in proficient
and distinguished students when compared to 2010 eighth
grade performance.
KCCT RESULTS
WHY CHOOSE STANDARDS
BASED GRADING?
 Accountability is on the student and they become involved in
their education and take ownership of learning
 Differentiates learning
 Progress monitoring of each student
 Allows students to see where their areas of growth are needed
 Analysis of student achievement and target performance
 Less time spent grading, more time spent creating effective
classroom assessments and instructional plans
ROLES AND
RESPONSIBILITIES
Support from all Parties
ADMINISTRATIVE SUPPORT
 Parent support throughout this process is vital.
• Concerns
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Most parents will not like homework not counting as a grade.
Understanding the process of re-assessment and grading is important.
Understanding of differentiation is important
 Parent Communication
• Letters Home
• One Call System
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Teachers can address regular parent teachers communications via
phone, email, and conferences
• Understanding the Grade Book in Infinite Campus
ADMINISTRATIVE SUPPORT
 Learning the Process
• Conferences that model standards based grading
• Online Resources
• Books and articles
 Positive Attitude
• Towards Parents
• Towards Students
 Ongoing Collaborative Discussions
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Parent Concerns
Program Troubleshooting
Progress Monitoring
Reflection
TEACHER RESPONSIBILITIES
 Providing students with appropriate supports for success
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Time for mini-lessons and re-assessments whether during class,
before or after school
Continuous Progress Monitoring
Assessment Building (self constructed, or use of classroom and
online resources)
Transforming students view of homework from an effort grade to
practice (Feedback from homework should be formative)
Flexibility in instruction and grading
TEACHER RESPONSIBILITIES
 Administrative Collaboration
• Ongoing updates to building administrators for progress
monitoring and front loading
 Parent Communication
• Ongoing communication for updating student achievement
 Attitude (Important)
• Positive attitude towards standard based grading for student buy in
• Positive attitude towards standard based grading for parent buy in
FRONTLOADING
 Standards based reporting takes time to implement. This is
not a system that can be quickly created.
 Suggestions:
• Pilot the program to address issues and reflect upon the
process before implementing school wide.
• Find resources available for Standards Based Reporting and
build from there based on what works best in your classroom.
REFLECT
 Are today’s classrooms structured in a manner that:
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Address individual learning needs
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Which means Not teaching 30 students in a classroom the same
content because five students still near to hear the repeated lesson
just LONGER and LOUDER
Enable students to self analyze
Encourage students to become stakeholders in their education
Allow time for mastery and learning instead of our timeline
 If not WHY?
RESOURCES
Informational sites and Articles
RESOURCES
http://pdonline.ascd.org/pd_online/teachbe
have2/el200302_guskey.html
http://www.nesacenter.org/uploaded/confer
ences/FLC/2010/spkr_handouts/Guskey_Grad
ing_Binder.pdf
RESOURCES
http://tccl.rit.albany.edu/knilt/images/4/40
/Standards_based_grading.pdf
http://www.naesp.org/resources/2/Leaders
hip_Compass/2006/LC2006v4n2a3.pdf
QUESTIONS
 If you would like samples of any of the resources I have
used in my classroom such as Target Based Assessments,
Assessment Analysis tools, spreadsheets for grading, or have
any further questions please mail me at
[email protected]
REFLECT
 What did you learn today about standards based reporting?
 Is there anything that is still unclear to you and should have
been addressed in more detail throughout the presentation?