Sara HagenAugust 31, 2009

Summer Institute Observation - August

Interview teachers – September & November

Survey to sample of teachers - December

teachers and student teachers

median 15 years of experience

¼ teach multiple grade levels

½ teach multiple subjects

25% teach multiple grade levels

71% teach multiple subjects

36% teach 3 or more subjects

21% teach multiple subjects and multiple grade levels

if you work with

2 or more grade levels

if you work with

all 3grade levels

if you teach or co-teach

2 or moresubject areas

if you teach or co-teach

3 or moresubject areas

if you teach or co-teach

4 or moresubject areas

if you teach or co-teach

5 or moresubject areas

if you teach or co-teach

students with a wide range of interests, needs, academic levels, and experiences

Introductionsor

Summer Activity

1 minute

Introductionsor

Summer Activity

Learning Standards-BasedGrading is like learning a new

language.

understanding

power standards

trend scores

criteria

vocabulary

culture

Products

Practices

Perspectives

what

how

why

vocabulary

culture

know the benefits of standards-based grading

ideas for this school year

Benefits of Standards-Based

Grading

45 seconds

Benefits of Standards-Based

Grading

Focusing on our goals

Building agency in students

Better accountability system

standards assessment

Examine and prioritize standards

Identify gaps in curriculum

Improve and redesign assessments

outcomes learning goals learning targetsessential understandingsbig ideas learning destinations

One learning destination for this year:

• Why important?• How will you get there?

4 minutes

One learning destination for this year:

• Why important?• How will you get there?

Academic goals are great,

but . . . what about goals for students’ development?

agency = a sense of control

over your own learning

Communicate goals (standards, learning destinations) to students.

Developing criteria for a 1, 2, 3, 4 with students!

Reeves’ (1998) checklist for a standards-based classroom

page 2 of your handoutyes/no Comments and Ideas

Standards are highly visible in the classroom.Standards are expressed in language that students understand.Examples of “exemplary” student work are displayed throughout the classroom.Students can spontaneously explain what a 3 means for each assignment.For every assignment, project, or test, the teacher publishes in advance the explicit expectations for a 3.

Reeves’ (1998) checklist for a standards-based classroom

page 2 of your handout

2 minutes

yes/no Comments and IdeasStandards are highly visible in the classroom.Standards are expressed in language that students understand.Examples of “exemplary” student work are displayed throughout the classroom.Students can spontaneously explain what a 3 means for each assignment.For every assignment, project, or test, the teacher publishes in advance the explicit expectations for a 3.

Share one thing from Reeves’ list that you can work on

improving this year.

Share one thing from Reeves’ list that you can work on

improving this year.

3 minutes

VagueYou got it!

Good knowledge

base

Wow!

Evaluative Summer School needed

Meets expectations

understands one viewpoint

detailedlab report

understands multiple viewpoints

detailed enoughto repeat the

experiment

SocialStudies

Science

Types of criteria:Types of criteria:

Vague – not specific

Evaluative - related to class goals

Feedback-Oriented - specific to student’s

work

This is very polished work!

Vague – not specific

Evaluative - related to class goals

Feedback-Oriented - specific to student’s

work

You’re ready for the next unit!

Vague – not specific

Evaluative - related to class goals

Feedback-Oriented - specific to student’s

work

Amazing!

Vague – not specific

Evaluative - related to class goals

Feedback-Oriented - specific to student’s

work

You compared these but didn’t contrast them.

Vague – not specific

Evaluative - related to class goals

Feedback-Oriented - specific to student’s

work

Three different sources used!

Vague – not specific

Evaluative - related to class goals

Feedback-Oriented - specific to student’s

work

You used trial and error.

You used 3 sources!

You usedtrial and

error!

Strategic Feedback

Task-specific Feedback

effective instruction

effective feedback

better learning

better teaching

+

40%

better!

effort learning

homework assessmen

t

Ways to:

• Involve students in assessment

• Improve feedback

• Connect homework to learning

2 minutes

Ways to:

• Involve students in assessment

• Improve feedback

• Connect homework to learning

to countand

to tell

Better Accountability

(Davies, 2007)

Do other colleagues in your content area(s) assign a score of1, 2, 3, & 4 on the standards the same way you do?

developing assessments

scoring work together

discussing differences

Collaboration Consistency

Today’s session presenters

Learning & LeadershipCommittee

Standards & Grading Guides

Committees

Learning Standards-BasedGrading is like learning a new

language.

vocabulary culture

set priorities

identify gaps in curriculum

improve assessments

align standards, instruction,

and assessment

communicate our expectations

involve students in the assessment process

improve self-assessment & feedback

close achievement gaps

connect students’ work to their

achievement

identify specific strengths and weaknesses

examine student work

identify areas for improvement

promote consistency in grading

increase confidence in our professional

judgment

▶ Focus on Standards

▶ Build Student Agency

▶ Improve Accountability

How will you realize one benefit of standards-based grading in your classroom this year?

What did you learn today?

3 minutes

How will you realize one benefit of standards-based grading in your classroom this year?

What did you learn today?

Sara HagenSummary and full thesisunder Middle School Gradingat dww.madison.k12.wi.us

Feedback or questions appreciated at:

shagen@madison.k12.wi.us