Transcript Slide 1

PLC Coordinating Council
2009-10
Day 6
Julie McDaniel
Quality Assessment
Standards
(AKA The Keys to Success)
1. Clear and appropriate purpose
2. Specific and appropriate learning
targets
3. Solid assessment design
4. Well-managed and effectively
communicated results
5. Student-involved assessments
The 6-day journey
1. Clear Learning
Targets
a.
b.
Learning progressions
Accurate targets
2. Sound Design
a.
b.
Target-method
matching
Sampling and
blueprints
3. Sound Design
a.
b.
Performance
assessment
Rubric development
4. Sound Design
a.
b.
Transformative
assessment
Differentiation
5. Sound Design
a. Critiquing assessments
b. Culture
6. Effective
Communication
a.
b.
Quality data
Reporting results
Standard #4
Well-managed and effectively
communicated results
– Quality data
– Quality feedback
– Quality reporting
An Inference-Making
Enterprise
Inference
made about
Student’s
assessment
results
OVERT
Student’s
knowledge
COVERT
Assessment Results
DATA
Instructionally
dismal
Instructionally
delightful
Data – Uses and Misuses
Food
Votes
Pizza
972
Hot Dogs
987
Hamburgers
955
Data – Uses and Misuses
Votes
1000
995
990
985
980
975
970
965
960
955
950
Pizza
Hot Dogs
Hamburgers
Data – Uses and Misuses
Votes
1000
900
800
700
600
500
400
300
200
100
0
Pizza
Hot Dogs
Hamburgers
33%
33%
Pizza
Hot Dogs
Hamburgers
34%
Cobb
By Alexis Stevens
The Atlanta Journal-Constitution
Thursday, February 12, 2009
Despite a drop in Cobb students’ average SAT scores, marks on a
different college entrance exam have risen three straight years.
“Many of the stronger, college-bound students are opting to take the
ACT,” said Superintendent Fred Sanderson, who delivered his
State of the System address Wednesday.
More Cobb County students now opt to take the ACT. Thirty-nine
percent of students took the test in 2008, up from 27 percent in
2006.
In 2008, Cobb students scored an average of 1523 on
the SAT, down from 1538 in 2006. National and
state averages have dipped, too. Georgians averaged
1453 in 2008, compared with a national average of
1495. The average ACT score for Cobb students in
2008 was 22, up a half-point from 2006.
http://www.ajc.com/services/content/printedition/2009/0
2/12/cobbboe0212.html
From The Detroit News
(08/14/2004)
Black Educational Achievement
How educational enrollment and achievement of
black students have changed since the 1954
Brown v. Board of Education decision.
69%
60%
40%
20%
0%
1954
2002
Enrollment of children ages
5 and 6 in school
80%
58%
60%
40%
24%
20%
0%
1954
2002
Enrollment of students ages
18 and 19 in school
96%
100%
From The Detroit News
(08/14/2004)
Black Educational Achievement
How educational enrollment and achievement of
black students have changed since the 1954
Brown v. Board of Education decision.
79%
80%
20%
40%
20%
0%
15%
1954
2002
15%
10%
5%
2%
0%
1954
2002
College Graduates
High School Graduates
60%
17%
Minute Blitz:
How have you seen data used in your
district? In local and regional media?
Quality Feedback
“I always did well on the essay questions.
Just put everything you know on there,
maybe you’ll hit it. And then you’d get the
paper back from the teacher, and she’s
just written one word across the entire
page, “vague.” I thought “vague” was kind
of a vague thing to say. I’d write
underneath it, “unclear,”and send it back.
She’d return it to me, “ambiguous.” I’d
send it back to her, “cloudy.” We’re still
corresponding to this day. Hazy, muddy..
Jerry Seinfeld
in SeinLanguage
©1993, Bantam Books
Charting feedback
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•
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•
•
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•
Nice work
I never get to lead a project
I’m really proud of you
4/6 classes have met the
standards
What are some of the areas
that you could work on that
would increase your score?
Lovely
Thank you
You have really improved
10% retention rate
I like the way you think
In what ways could you bring
this paper to a “4”?
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•
•
•
•
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•
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20% of the criteria
I appreciate your patience
Awesome!
Your scores have improved
35 minutes in reading
instruction
In what areas do you need the
least amount of work?
That’s very insightful
6% rise in science scores
I’m seeing real growth in your
thinking
Poorly written
You seemed to have trouble
here
Feedback
Five categories
–
–
–
–
–
Judgment
Personal observation
Inference
Data
Mediative questions
Teacher Focus
Student Focus
Teachers use data and reflective
questioning to enable students to make
their own judgments, personal
observations and inferences.
Table Talk
Most Common Grading
Scales
• 4 point
• 12 point
• 100 point
Student Grades
100 pt: 0, 0, 70, 80, 80, 90
12 pt: 0, 0, 4, 7, 7, 10
4 pt: 0, 0, 2.0, 3.0, 3.0, 4.0
= 53%
E
= 5.6
C+
= 2.0
C
Implication for dropping classes
Student engagement
Which student would you
choose to pack your parachute?
100
90
80
70%
70
60
50
40
30
Mastery
1st Try
2nd Try
3rd Try
4th Try
5th Try
6th Try
7th Try
70
70
70
70
70
70
70
Adapted from How to Grade for Learning (O’Connor, 2002)
Which student would you
choose to pack your parachute?
100
90
80
70%
70
60
50
40
30
Student A
Mastery
1st Try
2nd Try
3rd Try
4th Try
5th Try
6th Try
7th Try
95
70
40
70
80
70
55
70
90
70
50
70
80
70
Adapted from How to Grade for Learning (O’Connor, 2002)
Which student would you
choose to pack your parachute?
100
70%
90
80
70
60
50
40
30
Student A
Student B
Mastery
1st Try
2nd Try
3rd Try
4th Try
5th Try
6th Try
7th Try
95
40
70
40
55
70
80
50
70
55
80
70
90
80
70
50
90
70
80
95
70
Adapted from How to Grade for Learning (O’Connor, 2002)
Which student would you
choose to pack your parachute?
100
70%
90
80
70
70%
60
50
40
30
Student A
Student B
Student C
Mastery
70%
1st Try
2nd Try
3rd Try
4th Try
5th Try
6th Try
7th Try
95
40
95
70
40
55
80
70
80
50
90
70
55
80
80
70
90
80
50
70
50
90
55
70
80
95
40
70
Adapted from How to Grade for Learning (O’Connor, 2002)
AUTO MECHANICS
Weighting
Student #1
Student #2
71%
52%
WEIGHTS
Practical
Theory
25%
75%
Student 1
0/25
71/75
71%
Student 2
25/25
27/75
52%
50%
50%
Student 1
0/50
47/50
47%
Student 2
50/50
18/50
68%
75%
25%
Student 1
0/75
24/25
24%
Student 2
75/75
9/25
84%
Scenario
A
B
C
Grade
Melcher vs. Dike-New Hartford
Community School District
Findings
• No basis for raising
the grade from Ato A
• No extra credit
given for raising
the grade
• “At all times Casey
was a master of his
destiny.”
Melcher vs. Dike- New Hartford
Community School District
“Inasmuch as no one is more capable than the
classroom teacher of making these types of
determination (evaluating student skills,
abilities, and knowledge), there is no basis for
the local board … to overturn the judgment of
(the teacher).” Local school boards and
administrators have authority over grading
practices in cases “involving clerical or
mechanical (e.g., mathematical) mistakes, fraud,
incompetence, or bad faith.” In this case, there
are no such allegations.
Barno v. Crestwood Board of
Education
Findings
• Court of Appeals ruled
that district grading
policy was both
unreasonable and
contrary to state law
• A diploma was issued
to Ms. Barno (after
graduation ceremony)
Barno v. Crestwood Board of
Education
“…the school’s grading policy made attendance a
prerequisite for academic credit, which meant
that attendance became part of the curriculum. A
state statute listed courses that must be included
in the curriculum, and they all shared a common
characteristic: They were subjects to be studied.
Under the statute, boards of education can only
add subjects of study to the curriculum.
Attendance was not a subject of study. There
were no textbooks related to attendance, no
lectures, and student could not be tested…”
Neilson, Nelson & Burns v Audubon
Community School District
Findings
• Decision regarding grades
reversed and credit for the
marking period was ordered
to be awarded ASAP
• No board policy basis for
withholding grades
• Denying credit as means of
non-academic discipline is
‘invalid.’
• No basis for returning the
fees for the band trip
Neilson, Nelson & Burns v
Audubon Community School District
“…The withholding of academic
credit as punishment for nonacademic misconduct is hardly
ever allowed…”
Katzman v Cumberland Valley
Findings
• Grade reduction was
reversed
• Misrepresenting
scholastic achievement
is both improper and
illegal
• Grade reduction policy
without an optional
make up program is
also illegal
Katzman v Cumberland Valley
“ The policy adopted by the school
board when it determined to
discipline a student for an
infraction unrelated to education
by reducing her grades… amounted
to a clear misrepresentation of
student's scholastic achievement
for college entrance and other
purposes and, as such, represented
an illegal application of school
board's discretion. “
Schmidt v Waterloo Community
School District
Findings
• Reversed expulsion
immediately, but too late
to restore credit for
first semester
• Attendance policy
unreasonable on legal and
educational grounds
• School ignored legislative
preference of working
with parents and serving
the at-risk student
Schmidt v Waterloo
Community School District
“When a prima facie case of
unreasonableness is made out, the
burden shifts to the Board to
justify its policy. In this case, the
District’s reasoning, while laudable
in purpose and intent, failed to
overcome the unreasonableness of
the policy. Therefore, the policy
must fail.”
What’s happening in
Tennessee?
Tennessee
• Given “Cream Puff Award” in 2006 for
having nation’s worst standards and not
doing anything about it (Ed. Next
Magazine)
• Attention given to large numbers of
students passing state test and failing
national tests
• Fall 2009: New standards, new texts,
new tests, new curriculum
– Teacher training
– Rigorous expectations
What’s happening in Virginia?
Virginia School Districts
District
A
B
C
D
F
Colonial
Heights
100-94
93-87
86-80
79-73
72 and below
Richmond
100-92
91-83
82-74
73-65
64 and below
Petersburg
100-94
93-88
87-78
77-70
59 and below*
Amelia
100-93
92-85
84-77
76-70
69 and below
What’s happening in
Pittsburgh, PA City Schools?
•
•
•
•
•
90-100 A
80-89 B
70-79 C
60-69 D
50-59 E
So Where’s the Controversy?
“No Zeroes” policy!
Work may not be scored below 50%
What’s happening in
Pittsburgh?
Pittsburgh Conflict
• Critics say
– coddling of bad students,
– cause high-performing students to goof
off from time to time, safe in the
knowledge that they wouldn't have to
bounce back from anything lower than a
50 percent.
– "To me, it's morally wrong!"
What’s happening in Dallas?
• Re-testing, Pre-K – 12
• Make-Up Work Related to an Absence,
Defined Pre-K - 12
• Late Work Not Related to an Absence,
Defined Pre-K – 12
• Grading practices must focus on student
growth and mastery of the learning
standards
What’s happening in Dallas?
All students shall earn a grade point average
(GPA) based on a 100-point system…Class
rank points are adjusted for course
difficulty. The equivalent scale for
numerical grades on a 4.0 grade point
system is as follows:
A
B
C
F
90-100
80-89
70-79
< 70
4.0
3.0
2.0
0.0
Dallas ISD Defines
Homework!
• Homework is assignment of work related
to the essential knowledge and skills and
used as independent practice activities.
These assignments are expected to be
completed outside the regular classroom
setting. Homework should always be
reviewed with students with feedback
provided by the teacher.
No mention of ‘grading’ or
‘giving credit.’
Communicating Results
• Traditional grading practice in a
standards-based environment
• Arbitrary decisions that morph into
institutionalized behavior
• Return to the PURPOSE standard.
Then, ask yourself, what is the meaning
of grades? What do they communicate
to students? To parents?
• Consistent practice to attain equity.
Standard #5: StudentInvolved Assessment
Goal:
Self-Directed Learner
Self-directed learners
can
1. Self-manage
2. Self-monitor
3. Self-modify
Quality Assessment Standards
(AKA The Keys to Success)
1. Clear and appropriate purpose
2. Specific and appropriate learning
targets
3. Solid assessment design
4. Well-managed and effectively
communicated results
5. Student-involved assessments
One Final Thought
We Are the Ones
We’ve Been Waiting For
See You Next Year!
Julie McDaniel
248-209-2346
[email protected]