Using Standards Based Descriptors on Student Assessments

Using Standards Based Descriptors on Student Assessments

Using Standards Based Descriptors on Student AssessmentsKimberly D. LackeySpanish III-IVEureka High SchoolDo students react to the results of an assessment differently if they are given a descriptor (below basic, basic, proficient, advanced) instead of a letter grade?Letter grades are starting to seem outdated90%Need for students in advanced classes to have something to strive towardsContextClasses / StudentsPLC / TeachersWL Department / AdministratorsDistrict Grading Scale / Infinite CampusResearchA Repair Kit for Grading: 15 Fixes for Broken Grades by Ken OConnorhttp://www.oconnorgrading.com/index.php - Ask the Grade DoctorHow to Grade for Learning K-12 by Ken OConnorRockwood Spanish CurriculumPerformance Assessment for Language Students rubrics (PALs) from Fairfax County, VAPossible Titles for Performance Standard LevelsAdvancedAdvancedAbove StandardExceptional ConsistentlyProficientProficientAt StandardProficientUsuallyPartialApproaching ApproachingProgressingSometimesMinimalBelowWell BelowBeginningSeldomHow to Grade for Learning, Ken OConnor, 2002, page 72EHS WL Department Titles for Performance Standard LevelsSame as MAP testEach gives a description of the students performance / ability related to the standard

AdvancedProficientBasicBelow BasicLink to PercentagesTraditional School ApproachStandards-Based Approach90-100%Outstanding / Excellent95-100%Advanced80-89%Above Average / Good85-94%Proficient70-79%Average / Satisfactory75-84%Basic60-69%Below Average / Poor74% or belowBelow Basic59% or belowFailing / UnacceptableFar Below Basic?A year-long processQuizzes (September)Performance Assessments (late September)Listening and Reading Assessments scoring guide (November)Grammar Assessment scoring guide (January)Vocabulary Assessment scoring guide (March)1) Using the terms (in addition to percentages, instead of letter grades) on quizzes. Buy in from PLCs, discussed with department.2) Reformatting Scoring Guides for performance assessments

3) Expanding the scoring guide format for use with listening and reading assessments

4) Expanding the scoring guide format to grammar assessments

5) Expanding scoring guide format to vocabulary quizzes

6) Sharing our workSpanish I, II, and AP PLCsFrench, German, Latin, ASL PLCsEHS SBGR Book Study GroupWL Departments at Lafayette, Rockwood Summit, and MarquetteForeign Language Association of Missouri Fall Conference, 2011Central States Conference on the Teaching of Foreign Languages, March 2012Data Collection SourcesStudent surveys (through Survey Monkey)Teacher surveysComparison of student grades from Chapter 3-3 reading GCA from 2010 and 2011 (points vs scoring guide)Student surveys (through Survey Monkey)178 Students Spanish III and Spanish IV Students from 3 different teachers, 2 different PLCsAll have had level II or III with traditional grading and level III or IV with Standards Based Grading

Student CommentsPro-Standards BasedPro-Traditional Grading / PercentagesPro-Hybrid of SBG and Letter GradesIndifferenceHuh?Changes that should be madeTeacher surveys3 Teachers2 PLCsEach teacher has had extensive experience in using traditional letter grades and percentages and has followed the same pattern of using SBG descriptors and scoring guides during this school year1. What do you perceive as the impact of using the terms Advanced / Proficient / Basic / Below Basic on student assessments?Students are more motivated to get above just 90%, students understand at what level (basic, below basic) they should be retaking - as opposed to just retaking to get a higher percentage.Students are given a better understanding of their strengths and weaknesses - what they know well and what they still need to learn.Students have clearer understanding of their grades and learning.Comparison of student grades from Chapter 3-3 reading GCA from 2010 and 2011 (points vs scoring guide)Same task2010 2 points main idea, 1 point each supporting detail, 1 point each vocab in context (16 points)2011 Based on scoring guide, standards based (10 points raw score)

Traditional vs Standards Based Grading2010 Reading GCA86.9% Average24/48 (50%) Advanced17/48 (35%) Proficient5/48 (10%) Basic2/48 (4%) Below Basic24/48 (50%) A12/48 (25%) B5/48 (10%) C5/48 (10%) D2/48 (4%) F2011 Reading GCA94.3%Average30/42 (90.5%) Advanced12/42 (29%) Proficient0 Basic0 Below Basic30/42 (90.5%) A12/42 (29%) B0 C0 D0 FPossible ConclusionsThe Standards Based scale is more generous; students can make one mistake and still get a 100%, 3 mistakes is -12% instead of -18%.The feedback on previous reading assessments from the SB scoring guide helped students to improve on their areas of weakness over the year.This years students are more academically gifted.

Amount of points deducted2010 Traditional Grading-1 = 94%-2 = 88%-3 = 81%-4 = 75%-5 = 69%-6 = 63%-7 = 56%-8 = 50%-9 = 44%2011 Standards Based Rubric-1 = 94-100%-2 = 88-94%-3 = 91-94%-4 = 75-88%-5 = 75%-81.3%-6 = 75%-7 = 69%-8 = 63%-9 = 56%

ConclusionsI learned thatYou can make Standards Based Grading Work, even if its not totally compatible with Infinite CampusStudents have strong ties to traditional grading practicesI can be much more precise in my feedback about student performance by using standards rather than numbers / letters

Whats next?Consider adding a Far Below Basic levelContinue to monitor and adjust scoring guidesEducate parents at Open House and Parent/Teacher Conferences, consider how to get grade communications into parents hands

New QuestionsAre other departments attempting something similar? What descriptors are they using?Do other teachers / administrators agree with the mathematics used? 50% lowest grade? 83.3% = Proficient?How will our role at the high school change as students graded by standards in elementary school get older?What issues do teachers outside of my PLC have with the descriptors / the new scoring guides?In the end, are students achieving at a higher level than before? Have they broken out of the 90%?Hora: _________ Nombre: ______________________________________________________________________

Espaol IV, Captulo 7 (En el restaurante)

GCA: Hablar, Simulated Conversation

Interpersonal Speaking

567891011121314151617181920

5053.357.76063.367.77073.376.68083.386.79093.396.7100

Below BasicBasicProficientAdvanced

Task completionDoes not complete the task. Responds inappropriately to most parts/prompts of the conversation.

1Partially addresses and/or completes the task. Responds inappropriately to some parts/prompts of the conversation.

2Appropriately addresses and completes the task. Responds appropriately and fully to all or almost all parts/prompts of the conversation.

3Fully addresses and completes the task. Responds fully and appropriately to all or almost all parts/prompts of the conversation. Adds details and elaborates on ideas.

4

Comprehens-

ibilityMessage barely comprehensible, requiring frequent interpretation; pronunciation may frequently interfere with communication. 1Message mostly comprehensible, requiring interpretation; pronunciation may occasionally interfere with communication. 2Message comprehensible, requiring minimal interpretation; pronunciation does not interfere with communication. 3Message readily comprehensible, requiring no interpretation; pronunciation enhances communication. 4

FluencySpeech halting and uneven with long pauses or incomplete thoughts.

1Speech choppy and/or slow with frequent pauses; few or no incomplete thoughts.

2Somewhat fluent speech with some hesitation but speaker manages to continue and complete thoughts. 3Fluent and natural speech with few pauses or false starts.

4

Vocab.Inadequate and/or inaccurate use of vocabulary.

1Somewhat inadequate and/or inaccurate use of vocabulary; too basic for level IV.

2Adequate and accurate use of vocabulary for level IV.

3Rich use of vocabulary and appropriate use of idiomatic expressions.

4

Language ControlEmerging use of basic language structures. (Used correctly about of the time)

1Emerging control of basic language structures. (Used correctly about of the time).

2Control of basic language structures. (Used correctly most of the time, not all of the time).

3Excellent control of basic structures withpossible use of advanced language structures.

4

Comentario: _____________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Hora: _________ Nombre: ______________________________________________________________________

Espaol IV, Captulo 7 (En el restaurante)

GCA: Hablar, Simulated Conversation

Interpersonal Speaking

567891011121314151617181920

5053.357.76063.367.77073.376.68083.386.79093.396.7100


Task completionDoes not complete the task. Responds inappropriately to most parts/prompts of the conversation.

1Partially addresses and/or completes the task. Responds inappropriately to some parts/prompts of the conversation.

2Appropriately addresses and completes the task. Responds appropriately and fully to all or almost all parts/prompts of the conversation.

3Fully addresses and completes the task. Responds fully and appropriately to all or almost all parts/prompts of the conversation. Adds details and elaborates on ideas.

4

Comprehens-

ibilityMessage barely comprehensible, requiring frequent interpretation; pronunciation may frequently interfere with communication. 1Message mostly comprehensible, requiring interpretation; pronunciation may occasionally interfere with communication. 2Message comprehensible, requiring minimal interpretation; pronunciation does not interfere with communication. 3Message readily comprehensible, requiring no interpretation; pronunciation enhances communication. 4

FluencySpeech halting and uneven with long pauses or incomplete thoughts.

1Speech choppy and/or slow with frequent pauses; few or no incomplete thoughts.

2Somewhat fluent speech with some hesitation but speaker manages to continue and complete thoughts. 3Fluent and natural speech with few pauses or false starts.

4

Vocab.Inadequate and/or inaccurate use of vocabulary.

1Somewhat inadequate and/or inaccurate use of vocabulary; too basic for level IV.

2Adequate and accurate use of vocabulary for level IV.

3Rich use of vocabulary and appropriate use of idiomatic expressions.

4

Language ControlEmerging use of basic language structures. (Used correctly about of the time)

1Emerging control of basic language structures. (Used correctly about of the time).

2Control of basic language structures. (Used correctly most of the time, not all of the time).

3Excellent control of basic structures withpossible use of advanced language structures.

4

Comentario: _____________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Hora ______ Nombre ______________________________________________________________ #_______

Espaol IV, Captulo 8La convivencia y la aculturacin GCA: Leer

50%54.6%59.1%63.6%68.2%72.7%77.3%81.8%86.4%90.1%95.5%100%

34567891011121314


Supporting DetailsUnable to accurately identify details from the reading selections. (6 or fewer correct)1Accurately identifies minor details from portions of the reading selections. (7-8 correct)2Accurately identifies minor details from the majority of the reading selections. (9-10 correct) 3Accurately identifies minor details from the all or almost all of reading selections. (11-12 correct)4

Meaning from contextIdentifies accurate meaning for one or fewer words based on context of selection.1Identifies accurate meaning for some words (2-3) based on context of selection.2Identifies accurate meaning for most words (4-5) based on context of selection.3Identifies accurate meaning for all words based on context of selection.4

Analysis / summaryAttempts to define terms presented in article, but errors in comprehension impede communication. 1 Defines terms presented in article with some errors in comprehension.2Defines terms presented in article with few errors in comprehension.3Accurately defines terms presented in article with detail, precision, and clarity. 4

Main Idea Unable to demonstrate accurate interpretation of the main ideas of the reading selection. 0 Demonstrates accurate interpretation of main idea of the reading selection. 2

Hora:________ Nombre:___________________________________________________________________________________ #:________

Espaol 3Captulo 3-2

Gramticalos mandatos formales y plurales

5678910111213141516171819

5053.657.260.764.367.971.47578.682.285.789.392.996.4100


Choice of Affirmative vs. Negative Command

(Vocabulary)Significant errors in comprehension of vocabulary when choosing to make commands affirmative or negative. (5 or more errors)

1Some errors in comprehension of vocabulary when choosing to make commands affirmative or negative. (3-4 errors)

2Usually demonstrates comprehension of vocabulary when choosing to make commands affirmative or negative. (1-2 errors)

3Demonstrates advanced comprehension of vocabulary when choosing to make commands affirmative or negative. (0 errors)

4

Choice of Register (Ud. or Uds. Command)Significant errors in understanding of whom to address with Ud. vs.Uds. (5 or more errors) 1Some errors in understanding of whom to address with Ud. vs.Uds. (3-4 errors)

2Usually demonstrates understanding of whom to address with Ud. vs.Uds. (1-2 errors)

3Demonstrates advanced understanding of whom to address with Ud. vs.Uds. (0 errors) 4

Formation of Commands

(Verb forms)Significant errors in command forms. (5 or more errors)

1Some errors in command forms.

(3-4 errors)

2Most commands forms are grammatically correct. (1-2 errors)

3Commands are grammatically correct. (0 errors)

4

Use of pronounsSignificant errors in correct choice and placement of reflexive pronouns with affirmative and negative commands. (3 or more errors)

1 Some errors in correct choice and placement of reflexive and direct object pronouns with commands. (2 errors)

2Usually demonstrates correct choice and placement of reflexive pronouns with affirmative and negative commands. (1 error)

3Demonstrates correct choice and placement of reflexive pronouns with affirmative and negative commands. (0 errors)

4

Accent marks4 or more errors in inclusion of and/or placement of accent marks.

12-3 errors in inclusion of and/or placement of accent marks.

2Uses accent marks only when necessary and places them correctly on commands. (0-1 errors)

3

Percentage(50525446486062646668707274767880828486889092949698100

Raw Score(7891011121314151617181920212223242526272829303132


Unit Vocabulary Spelling (including diacritical marks)1 targeted word spelled correctly

22 targeted words spelled correctly



85 or more targeted words spelled correctly, including all or almost all diacritical marks 10

Unit Vocabulary Application Meaning & Grammar

(conjugations, agreement, word order)1 targeted word applied correctly in context with correct grammatical structures

22 targeted words applied correctly in context with correct grammatical structures



85 or more targeted words applied correctly in context with correct grammatical structures

10

Overall Language Use Grammar & Vocabulary

Significant errors in basic grammatical structures and/or vocabulary, (including spelling) inhibit communication. 1Errors in basic grammatical structures and/or vocabulary, (including spelling) somewhat inhibit communication. 2Few errors in grammatical structures and/or vocabulary (including spelling) do not inhibit communication. 3 No or only minor errors in grammatical structures and/or vocabulary (including spelling). 4

Overall Communication Content

Inadequate, inaccurate, and/or irrelevant response.

1Some information in responses may be incorrect or irrelevant.

Limited response

2Appropriate response to prompt that provides correct and relevant

3Substantial response to prompt that provides correct and relevant information with elaboration. 4

Overall Communication Comprehensibility Large portions of responses are very difficult to understand and must be interpreted by the reader.

1Responses are understood with some interpretation by the reader.

2Responses are understood with minimal interpretation by the reader.

3Responses are easily understood. Reader does not have to interpret meaning. 4

Realidades 3: GCA Leer Captulo 3-3 FORMA A

50%56.3%62.5%68.8%75%81.3%87.5%93.8%100%

2345678910


Main Idea Unable to demonstrate accurate interpretation of the main ideas of the reading selection. 0 Demonstrates accurate interpretation of main idea of the reading selection. 2

Supporting DetailsUnable to accurately identify details from the reading selections. (5 or fewer correct)1Accurately identifies minor details from portions of the reading selections. (6-7 correct)2Accurately identifies minor details from the majority of the reading selections. (8 correct) 3Accurately identifies minor details from the all or almost all of reading selections. (9-10 correct)

4

Meaning from contextIdentifies accurate meaning for one or fewer words based on context of selection.1Identifies accurate meaning for some words (2-3) based on context of selection.2Identifies accurate meaning for most words (4-5) based on context of selection.3Identifies accurate meaning for all words based on context of selection.4

Using Standards Based Descriptors on Student Assessments

Documents

Transcript of Using Standards Based Descriptors on Student Assessments