Leading the Change to Standards-Leading the Change to Standards-Based Grading:Based Grading:

Essential Understandings and Strategies for Essential Understandings and Strategies for School and District LeadersSchool and District Leaders

School Administrators of Iowa School Administrators of Iowa

Clive, IA Clive, IA

March 24, 2015March 24, 2015

Tim Westerberg, ActivatorTim Westerberg, Activator

What’s wrong With This What’s wrong With This Picture?Picture?

““The State Board of Education (NC) voted in The State Board of Education (NC) voted in October to begin the 10-point grading scale – October to begin the 10-point grading scale – in which scores between 90 and 100 earn an in which scores between 90 and 100 earn an A – with the 2015-16 school year’s freshmen A – with the 2015-16 school year’s freshmen class. class.

But the State Board will discuss Wednesday But the State Board will discuss Wednesday whether to start it this fall for all high school whether to start it this fall for all high school students. Critics argued it was unfair to keep students. Critics argued it was unfair to keep existing students on the seven-point scale – existing students on the seven-point scale – in which scores between 93 and 100 earn an in which scores between 93 and 100 earn an A.”A.”

Charlotte Observer, 1/4/15.Charlotte Observer, 1/4/15.

What the…?What the…?

Turn to someone(s) Turn to someone(s)

near you and near you and

list at least three reason list at least three reason

why this is the wrong why this is the wrong

conversation to be having. conversation to be having.

Intended OutcomesIntended Outcomes

Participants will:Participants will: Demonstrate an understanding of the basic tenants of Demonstrate an understanding of the basic tenants of

standards-based instruction and assessment,standards-based instruction and assessment, Evaluate current status in their schools/districts regarding Evaluate current status in their schools/districts regarding

those tenants,those tenants, Develop next steps in moving their schools/districts Develop next steps in moving their schools/districts towardtoward

SBE,SBE, Identify supports and resources needed from building and Identify supports and resources needed from building and

district leadership to be successful, anddistrict leadership to be successful, and Identify and develop education and communication Identify and develop education and communication

strategies for engaging the larger school community in the strategies for engaging the larger school community in the assessment, grading, and reporting conversation. assessment, grading, and reporting conversation.

We can increase the accuracy and fairness of classroom assessment and grading and improve student achievement dramatically by moving toward SBE

AccuracyAccuracy(# 11)(# 11)

Students who receive As and Students who receive As and Bs are prepared to be Bs are prepared to be successful successful

at the next level, at the next level,

without remediationwithout remediation

#s 1 & 3

Highly Highly Questionable PracticesQuestionable Practices(#s 16-17, 6)(#s 16-17, 6)

1.1. The practice of giving zeros The practice of giving zeros (in the 100-point system) (in the 100-point system) for work not turned in.for work not turned in.

Doug Reeves. Principals’ Doug Reeves. Principals’ Partnership. San Antonio, 7/17/07Partnership. San Antonio, 7/17/07

A highly discussed policy that eliminated “zeroes” on in-class assignments arrived in Metro Nashville Public Schools this year in a move that made 50 percent the new low.Now, that grade scale will extend to the application of scores received on end-of-course state-administered exams by Nashville high school students.

Joey Garrison. The Tennessean. May 30, 2014. http://www.tennessean.com/story/news/education/2014/05/30/nashville-schools-eliminate-zeroes-final-exams-match-new-grade-scale/9781223/

Grading Scales Comparisons

1. A+, A+, A+, 0

2. C, 0, C, C

3. C, A-, 0, B, B, C

4. D, D, D, D, 0, D, D

100-98 A+ 1297-95 A 1194-93 A- 1092-90 B+ 989-86 B 885-84 B- 783-81 C+ 680-77 C 576-75 C- 474-73 D+ 372-71 D 270 D- 1< 69 F 0

Grading Scales Comparisons

100 PT. 0-12A+, A+, A+, 0 D+ (75) B+ (9)

C, 0, C, C F (60) C- (3.75)

C, A-, 0, B, B, C D (72) C+ (6)

D, D, D, D, 0, D, D F (62) D (1.7)

Research About and Research About and Alternatives to the ZeroAlternatives to the Zero

www.cna.org/centers/education/rel/tech-assistance/reference-desk/2011-03-15a

Regional Educational Laboratory AppalachiaRegional Educational Laboratory Appalachia

HHQPsQPs(# 14)(# 14)

2.2. The practice of The practice of givinggiving extra extra credit.credit.

ReassessmentReassessment(# s 8 & 9)(# s 8 & 9)

Reassessment ConditionsReassessment Conditions

1.1. The student produces evidence of having The student produces evidence of having done something to learn the material done something to learn the material missed on the previous assessment.missed on the previous assessment.

2.2. The student completes the reassessment The student completes the reassessment opportunity within established time limits.opportunity within established time limits.

Educreations lets you create lets you create easy-to-follow tutorials, which easy-to-follow tutorials, which you can couple with audio and you can couple with audio and video, to help students review video, to help students review

material before an assessment or material before an assessment or to provide additional assistance to provide additional assistance

to struggling students.to struggling students.

HHQPsQPs(# 5)(# 5)

3. The practice combining 3. The practice combining academic performance with academic performance with citizenship and work habits. citizenship and work habits.

Evaluating Assessments for Validity Evaluating Assessments for Validity and Reliabilityand Reliability

ValidityValidity

Does my Does my assessment assessment measure what it measure what it was supposed to was supposed to measure?measure?

ReliabilityReliability

Will my Will my assessment assessment always get the always get the same results?same results?

Evaluating Assessments for Validity Evaluating Assessments for Validity and Reliabilityand Reliability

ValidityValidity

Ask a colleague to look at Ask a colleague to look at your assessments and your assessments and learning goals. Can they learning goals. Can they match the assessment match the assessment questions with the goals questions with the goals you are targeting?you are targeting?

ReliabilityReliability

Have a colleague who Have a colleague who teaches the same class teaches the same class score several of your score several of your assessments to see if the assessments to see if the results are the same as results are the same as when you scored when you scored

Measure What You Mean to Measure What You Mean to MeasureMeasure

If you want to determine a studentIf you want to determine a student’’s s ability to demonstrate the relationship ability to demonstrate the relationship between the theme and a character’s between the theme and a character’s actions, results shouldn’t be clouded by:actions, results shouldn’t be clouded by:– Lack of proficiency in writing in EnglishLack of proficiency in writing in English– A missing name on a paperA missing name on a paper– Difficulty following directionsDifficulty following directions– Rewards for unused bathroom passesRewards for unused bathroom passes

Tomlinson, 2008

HHQPsQPs(# 5 & 7)(# 5 & 7)

4. The practice of averaging.4. The practice of averaging.

Power Law (Trend Scores)

0102030405060708090

100

1 rep 10reps

20reps

100reps

1000reps

2000reps

3000reps

4000reps

learning

Topic Scores for 3 Students

2.0 3.0 2.0

1.5 2.0 1.0

2.0 2.0 1.5

3.0 2.5 2.0

2.5 3.0 2.0

3.0 2.0 2.5

3.0 3.0 3.0

2.5 2.5 3.0

3.0 3.0 3.5

3.0 3.0 3.0

Student 1

2.0

1.5

2.0

3.0

Student 2

3.0

2.0

2.0

2.5

Student 3

2.0

1.0

1.5

2.0

2.5

3.0

3.0

3.0

2.0

3.0

2.0

2.5

3.0

2.5

3.0

3.0

2.5

3.0

3.0

3.0

3.5

3.0

Average

Trend Score

2.55

3.00

2.60

2.71

2.35

3.00

Averages and Trend Scores

Topic Scores for 3 Students

2.0 3.0 2.0

1.5 2.0 1.0

2.0 2.0 1.5

3.0 2.5 M

2.5 3.0 2.0

M 2.0 2.5

3.0 3.0 3.0

2.5 2.5 3.0

3.0 M 3.5

3.0 3.0 3.0

HQPHQP(# 15, 3 & 4)(# 15, 3 & 4)

5. Policies that discourage 5. Policies that discourage the completion of the completion of late/missing work.late/missing work.

““U.S. teachers lead the charge in making U.S. teachers lead the charge in making homework a high-stakes event, with nearly homework a high-stakes event, with nearly 70% selecting to grade homework, 70% selecting to grade homework, compared with 6% in Germany, 14% in compared with 6% in Germany, 14% in Japan, and 28% in Canada, despite Japan, and 28% in Canada, despite research suggesting that grading students research suggesting that grading students on outside work encourages them to limit on outside work encourages them to limit their focus, cheat, strive for the minimally their focus, cheat, strive for the minimally set standards for success, and produces set standards for success, and produces undue stress on family dynamics.” undue stress on family dynamics.” (p. 53)(p. 53)

Dorothy Suskind. “What students would do if they did not do their Dorothy Suskind. “What students would do if they did not do their homework.” homework.” Phi Delta Kappan Phi Delta Kappan 94, N 1 (September 2012): pp. 52-94, N 1 (September 2012): pp. 52-55.55.

HHQPsQPs

6. The illusion of objectivity6. The illusion of objectivity

Guskey, T. (2009). Guskey, T. (2009). Practical solutions for Practical solutions for serious problems in standards-based serious problems in standards-based

grading. P. 17. grading. P. 17. Major exams or Major exams or compositionscompositions

Class quizzesClass quizzes

Reports or projectsReports or projects

Student portfoliosStudent portfolios

Exhibits of students’ workExhibits of students’ work

Laboratory projectsLaboratory projects

Students’ notebooks or Students’ notebooks or journalsjournals

Classroom observationsClassroom observations

Oral presentationsOral presentations

Homework completionHomework completion

Homework qualityHomework quality

Class participationClass participation

Work habits & neatnessWork habits & neatness

EffortEffort

AttendanceAttendance

Punctuality of Punctuality of AssignmentsAssignments

Class behavior or attitudeClass behavior or attitude

Progress madeProgress made

C. Item 15-16

Two items that asks for application in novel situations that go beyond what was explicitly taught

Total for section=

Total for section=

Total for section=

A. Items 1-10

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11-14

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

Total /100

Total /100

Total for section=

Total for section=

Total for section=

/40

/20

/40

A. Items 1-10

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11-14

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

C. Item 15-16

Two items that asks for application in novel situations that go beyond what was explicitly taught

+

+

Total for section=

Total for section=

Total for section=

All correct

Two correct

None correct

A. Items 1-10

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11-14

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

C. Item 15-16

Two items that asks for application in novel situations that go beyond what was explicitly taught

Total /100

/40

/20

/40

Total /100

+

+

Total for section=

Total for section=

Total for section=

40/40

20/40

0/20

All correct

Two correct

None correct

A. Items 1-10

Ten items that require recall of important but simpler content that was explicitly taught

B. Items 11-14

Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.

C. Item 15-16

Two items that asks for application in novel situations that go beyond what was explicitly taught 60

“Overall, the large number of grade categories in the percentage grading scale and the fine discrimination required in determining the differences among categories allow for the greater influence of subjectivity, more error, and diminished reliability. The increased precision of percentage grades is truly far more imaginary than real….Percentage grading systems that attempt to identify 100 distinct levels of performance distort the precision, objectivity, and reliability of grades.” (pp. 70 & 72)

Thomas Guskey. “The Case Against Percentage Grades.” Educational Leadership 71, NO 1 (September 2013): pp. 68-72.

Problems With the Point SystemProblems With the Point System(O’Connor)(O’Connor)

Misplaced emphasisMisplaced emphasis

Illusion of objectivityIllusion of objectivity

Reduction of teacher judgment and Reduction of teacher judgment and responsibilityresponsibility

Cumulative point totals and cumulative Cumulative point totals and cumulative errorserrors

Fallacies of ‘standard’ percentage Fallacies of ‘standard’ percentage categoriescategories

HQP: Affirmations & Gaps?HQP: Affirmations & Gaps?1.1. The practice of giving zeros for work not turned The practice of giving zeros for work not turned

in. in.

2.2. The practice of giving extra credit. The practice of giving extra credit.

3.3. The practice of combining academic The practice of combining academic performance with citizenship and work habits. performance with citizenship and work habits.

4.4. The practice of averaging. The practice of averaging.

5.5. The “semester killer” The “semester killer”

6.6. Policies that discourage the completion of Policies that discourage the completion of late/missing work. late/missing work.

7.7. The illusion of objectivity.The illusion of objectivity.

It’s about more than just It’s about more than just changing the report cardchanging the report card

“…“…changing classroom assessment is the changing classroom assessment is the beginning of a revolution—a revolution in beginning of a revolution—a revolution in classroom practices of all kinds….Getting classroom practices of all kinds….Getting classroom assessment right is not a classroom assessment right is not a simplistic, either-or situation. It is a complex simplistic, either-or situation. It is a complex mix of challenging personal beliefs, rethinking mix of challenging personal beliefs, rethinking instruction, and learning new ways to assess instruction, and learning new ways to assess for different purposes.” for different purposes.” (pp. 15-16)(pp. 15-16)

Earl, L. M. (2003). Earl, L. M. (2003). Assessment as learning: Using classroom Assessment as learning: Using classroom assessment to maximize student learning. assessment to maximize student learning. Thousand Oaks, Thousand Oaks,

CA: Corwin.CA: Corwin.

Standards-Based Assessment and Grading

Strategies that Can Make a Difference for Students