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Page 1: Tests and Growth Mindset - scoecurriculum.net · Introduce yourself if you have not yet met ... Take turns sharing what (if anything) you are doing to promote a growth mindset with

Tests, Grading, and a Growth Mindset

Matt Wallace, PhD UC Davis

School of Education

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Goal for today…

… and beyond

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Stepping Outside Our Comfort Zone

Promoting a Growth Mindset!!!

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With your neighbor(s)…

1. Introduce yourself if you have not yet met each other

2. Take turns sharing what (if anything) you are doing to promote a growth mindset with your students

Pair-Share

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Stepping Outside Our Comfort ZoneOur thinking about a Growth Mindset…

• intelligence and ability is malleable • we are in control of our learning & achievement • success is influenced by effort, perseverance,

and input from others

“I don’t get it…yet! But, I will if I work hard, struggle along, seek input from others, and keep an open mind.”

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Stepping Outside Our Comfort ZoneSome of how we’re promoting a Growth Mindset in our classrooms…

• messages noting that everyone can learn math ‣ youcubed’s week of inspirational math

• treating mistakes as normal & valuable ‣ “my favorite no”

• challenges, “hard” questions, struggle, and genuine problems lead to learning

‣ cognitively demanding tasks

• math is about learning (not achievement), and learning involves partial understandings

‣ place more emphasis on explanations than answers

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With your neighbor(s) take turns…

1. Sharing what you would do with the work sample if it was a student’s answer to a problem on test (e.g., what scores, grades, marks, comments… would you write)

2. Explaining what a typical test & grading scenario looks like in your class (i.e., what do your tests entail, how do you grade them, and what do you and your students do after they are graded?)

Think-Pair-Share

Original problem Student work sample

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Our Test & Grading Scenarios

Teacher A

Teacher B

Unit Review

Unit Test

Test Corrections

Graded w/ general rubric

4 pts. - meets standard; 3 pts. - appr. standard;..

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Our Test & Grading Scenarios

Teacher A

Teacher B

Unit Review

Unit Test

Test Corrections

Graded w/ general rubric

4 pts. - meets standard; 3 pts. - appr. standard;..

Teacher CBi-weekly

cumulative Test

Graded w/ points per step

rubric

Lowest grade

dropped

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Our Test & Grading Scenarios

Teacher A

Teacher B

Unit Review

Unit Test

Test Corrections

Graded w/ general rubric

4 pts. - meets standard; 3 pts. - appr. standard;..

Teacher CBi-weekly

cumulative Test

Graded w/ points per step

rubric

Lowest grade

dropped

Teacher D Unit Review

Unit Test

Graded w/ points per step

rubric

Optional Test retake

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Our Test & Grading Scenarios

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Our Test & Grading Scenarios

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Our Test & Grading Scenarios

😠

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Our Test & Grading ScenariosThis doesn’t make sense! You tell us

mistakes are valuable—that they are a good

thing—but then you give us a bad grade when we

make mistakes.

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Our Test & Grading ScenariosOur test practices did not complement the other growth

mindset work we were doing!

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Our Test & Grading Scenarios

Teacher A

Teacher B

Unit Review

Unit Test

Test Corrections

Graded w/ general rubric

4 pts. - meets standard; 3 pts. - appr. standard;..

Teacher CBi-weekly

cumulative Test

Graded w/ points per step

rubric

Lowest grade

dropped

Teacher D Unit Review

Unit Test

Graded w/ points per step

rubric

Optional Test retake

Preparation so as to avoid mistakes

Our test practices did not complement the other growth mindset work we were doing!

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Teacher A

Teacher B

Unit Review

Unit Test

Test Corrections

Graded w/ general rubric

4 pts. - meets standard; 3 pts. - appr. standard;..

Teacher CBi-weekly

cumulative Test

Graded w/ points per step

rubric

Lowest grade

dropped

Teacher D Unit Review

Unit Test

Graded w/ points per step

rubric

Optional Test retake

All grading systems

penalized mistakes

Our Test & Grading ScenariosOur test practices did not complement the other growth

mindset work we were doing!

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Teacher A

Teacher B

Unit Review

Unit Test

Test Corrections

Graded w/ general rubric

4 pts. - meets standard; 3 pts. - appr. standard;..

Teacher CBi-weekly

cumulative Test

Graded w/ points per step

rubric

Lowest grade

dropped

Teacher D Unit Review

Unit Test

Graded w/ points per step

rubric

Optional Test retake

Correcting mistakes only lead to partial credit

(i.e.,initial accuracy is valued more than

mistakes)

Ignores mistakes

Learning from mistakes is optional

Our Test & Grading Scenarios

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• “False growth mindset” leads students to endorse a more fixed mindset in math (Dweck, 2015)

• Endorsing growth mindset practices but reacting negatively to mistakes leads to students developing a fixed mindset about IQ (Dweck, 2015)

• Mistake friendly environments lead to increased effort in students’ work (Steur et al., 2013)

• Assessments can convey a message to students about what kinds of mathematical knowledge and performance are valued (NCTM, 1991)

• Tests should match the teaching and learning that comes before it (NCTM, 1991)

Other Considerations

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Tests to Promote a Growth MindsetOur new approach to better value mistakes on tests…

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Tests to Promote a Growth MindsetOur new approach to better value mistakes on tests…

1. Students take test at end of unit—this time as a rough draft

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Tests to Promote a Growth MindsetOur new approach to better value mistakes on tests…

1. Students take test at end of unit—this time as a rough draft

2. Written feedback, along with praise or brain growth comments, given on test; scores for initial answers/solutions recorded on a separate rubric

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Tests to Promote a Growth MindsetOur new approach to better value mistakes on tests…

1. Students take test at end of unit—this time as a rough draft

2. Written feedback, along with praise or brain growth comments, given on test; scores for initial answers/solutions recorded on a separate rubric

3. Students revise test in-class based on feedback/comments—this is their final draft

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Tests to Promote a Growth MindsetOur new approach to better value mistakes on tests…

1. Students take test at end of unit—this time as a rough draft

2. Written feedback, along with praise or brain growth comments, given on test; scores for initial answers/solutions recorded on a separate rubric

3. Students revise test in-class based on feedback/comments—this is their final draft

4. Scores for effort & use of feedback/comments added to separate rubric

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Tests to Promote a Growth MindsetOur new approach to better value mistakes on tests…

1. Students take test at end of unit—this time as a rough draft

2. Written feedback, along with praise or brain growth comments, given on test; scores for initial answers/solutions recorded on a separate rubric

3. Students revise test in-class based on feedback/comments—this is their final draft

4. Scores for effort & use of feedback/comments added to separate rubric

5. final scores (as initial, perseverance, and total scores) are given to students

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Tests to Promote a Growth Mindset

Independently read “Assessment Rubric” Handout

Adapted from C. Schettino

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Tests to Promote a Growth Mindset

Adapted from C. Schettino

“Rough draft” scores

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Tests to Promote a Growth Mindset

Adapted from C. Schettino

“Rough draft” scores “Final draft” scores

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Tests to Promote a Growth Mindset

Adapted from C. Schettino

“Rough draft” scores “Final draft” scores

Final “initial” score

Final “perseverance”

score

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Tests to Promote a Growth MindsetAn example…

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Tests to Promote a Growth Mindset

Student work sample

An example…

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Tests to Promote a Growth Mindset

Student work sample

✓ ✓

An example…

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Tests to Promote a Growth Mindset

Student work sample w/ teacher feedback

✓ ✓

An example…

✓ ✓

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Tests to Promote a Growth Mindset

Student work sample w/ teacher feedback & student revisions

An example…

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Tests to Promote a Growth Mindset

Student work sample w/ teacher feedback & student revisions

An example…

✓ ✓

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Tests to Promote a Growth MindsetSome noteworthy constraints…

• some teachers could not deviate from departmental pacing guide

• some teachers required to use common departmental assessments

• all teachers required to use departmental grading scale

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Tests to Promote a Growth MindsetSome noteworthy constraints…

• some teachers could not deviate from departmental pacing guide

• some teachers required to use common departmental assessments

• all teachers required to use departmental grading scale

…and our solutions…

• “review day” was eliminated to accommodate two days of testing (24hr. turnaround on feedback required)

• created supplemental problems that were focus of 2nd testing day

• split percentage in half—one part for initial work & one part for persevering

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Tests to Promote a Growth MindsetSome noteworthy “take-aways”…

• Not sure if this work lead to increased test scores…

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Tests to Promote a Growth MindsetSome noteworthy “take-aways”…

• Not sure if this work lead to increased test scores… but this was not what we were hoping to change!

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Tests to Promote a Growth MindsetSome noteworthy “take-aways”…

• Not sure if this work lead to increased test scores… but this was not what we were hoping to change!

• teachers notice much less “I don’t get it” kinds of comments in class

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Tests to Promote a Growth MindsetSome noteworthy “take-aways”…

• Not sure if this work lead to increased test scores… but this was not what we were hoping to change!

• teachers notice much less “I don’t get it” kinds of comments in class

• teachers notice more time between when students started a task and when they asked for or needed assistance (if at all)

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Tests to Promote a Growth MindsetSome noteworthy “take-aways”…

• Not sure if this work lead to increased test scores… but this was not what we were hoping to change!

• teachers notice much less “I don’t get it” kinds of comments in class

• teachers notice more time between when students started a task and when they asked for or needed assistance (if at all)

• teachers noticed students were farther along in the problem solving process before they asked for or needed assistance (if at all)

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Tests to Promote a Growth MindsetSome MORE noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

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Tests to Promote a Growth MindsetSome MORE noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

Before After

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Tests to Promote a Growth MindsetSome MORE noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

You are given the triangle ABC with coordinates A=(-7,6), B=(-4,3) and C=(0,9) and triangle PQR with coordinates P=(3,-8), Q=(0,-5) and R=(6,-1). Write a valid argumentas to why ∠B ≅ ∠Q . Be sure to justify your statements with valid criteria stating why triangles and their parts are congruent.

Before After

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Tests to Promote a Growth MindsetSome MORE noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

• feedback* is difficult to provide with large/multiple classes

✴ feedback includes info about current performance (e.g., “I like how you…”) and how to improve without doing work/thinking for students (e.g., “you might try…” or “remember that…”)

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Tests to Promote a Growth MindsetSome noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

• feedback is difficult to provide with large/multiple classes

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Tests to Promote a Growth MindsetSome MORE noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

• feedback* is difficult to provide with large/multiple classes

✴highlighting mistakes

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Tests to Promote a Growth MindsetSome MORE noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

• feedback* is difficult to provide with large/multiple classes

✴highlighting mistakes

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Tests to Promote a Growth MindsetSome MORE noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

• feedback* is difficult to provide with large/multiple classes

✴highlighting mistakes

✴allow student to select problems they feel good about and the ones they think are not going well; options/suggestions are offered as feedback

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Tests to Promote a Growth MindsetSome MORE noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

• feedback* is difficult to provide with large/multiple classes

✴highlighting mistakes ✴allow student to select problems they feel good about and the ones they think are not going well; options/suggestions are offered as feedback

✴ codes

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Tests to Promote a Growth MindsetSome MORE noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

• feedback* is difficult to provide with large/multiple classes

✴highlighting mistakes ✴allow student to select problems they feel good about and the ones they think are not going well; options/suggestions are offered as feedback

✴ codes ✴ test on Fridays

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Tests to Promote a Growth MindsetSome MORE noteworthy “take-aways”…

• we were able to include more, and students seem more open to, demanding tasks

• feedback is difficult to provide with large/multiple classes

• it’s best if you ask students to use different color pens/pencils

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Pair-shareWith your neighbor(s), discuss the following questions…

• What ideas do you have for your test and grading practices?

• How is this different from what you did described earlier today (with the student work sample)?

• How do these ideas reflect you stepping out of your comfort zone (if at all)?

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Thank You!

Please contact me for any other information.

Matt Wallace

[email protected]