© ken o’connor, 2004 how to grade for learning package 2 presented by ken o’connor assess for...

© Ken O’Connor, 2004

How to Grade for Learning

Package 2

Presented byKen O’Connor

Assess for Success [email protected]

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- 1 -222

Name Lab Reports Total Tests/Exams Total Miscellaneous FinalTotal

FinalGrade

YourDistrict

Out of 10 10 10 10 10 10 10 10 10 10 100 50 50 100 200 20 20 20 20 20 100 400 % Letter

Robin 6 6 6 6 5 6 6 7 6 6 60 33 39 81 153 15 15 12 0 10 52 265 66 C

Kay 2 3 5 5 6 6 7 8 9 10 61 11 29 86 126 15 13 18 10 10 66 253 63 C

Marg 10 10 A 10 10 10 A 10 A A 60 50 A 100 150 0 0 0 0 15 15 225 56 D

Dennis 9 8 9 8 9 10 9 10 8 9 89 24 24 49 97 20 17 17 20 20 94 280 70 B

Peter 10 10 9 9 8 8 7 7 6 5 79 45 36 32 113 20 10 15 10 5 60 252 63 C

Lorna 10 10 10 10 10 10 10 10 10 10 100 32 29 59 120 20 20 20 20 20 100 320 80 A

John 8 8 8 7 9 9 8 9 10 8 84 32 30 57 119 20 8 7 0 5 40 243 61 C

A = Absent = 0 (for Lab Reports and Tests/Exams)* Miscellaneous1-Attendence; 2- Care of Equipment; 3- Attitude/Participation; 4-Notebook; 5-Reading Reports (4x5 marks)Letter Grade Legend (in Ontario)A = 80%-100%; B = 70%-79%; C = 60%-69%; D = 50%-59%; F = 0%-49%Note: This chart was adapted with permission from workshop material presented by Todd Rogers, University of Alberta

Figure Into. 8

How to Grade for Learning: Linking Grades to Standards, Skylight ProfessionalDevelopment, Glenview, IL, 2002.29

Chris Brown Science Class

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1. Inconsistent grading scales

2. Worshipping averages

3. Using zeros

4. Following the pattern of assign, test,grade, and teach

5. Failing to match testing to teaching

6. Ambushing students

7. Suggesting that success is unlikely

8. Practicing “gotcha” teaching

9. Grading first efforts

10. Penalizing students for taking risks

11. Failing to recognize measurementerror

12. Establishing inconsistent gradingcriteria

The same performance results in different grades in different schools or classes.

All of the math to calculate and average is used, even when “the average” is notconsistent with what the teacher knows about the student’s learning.

Giving zeros for incomplete work has a devastating effect on averages and oftenzeros are not even related to learning or achievement but to nonacademic factorslike behavior, respect, punctuality, etc.

When teaching occurs after a grade has been assigned, it is too late for thestudents. Students need lots of teaching and practice that is not graded, althoughit should be assessed and used to enhance learning before testing takes place.

Too many teachers rely on trick questions, new formats, and unfamiliar material.If students are expected to perform skills and produce information for a grade,these should be part of the introduction.

Pop quizzes are more likely to teach students how to cheat on a test than to resultin learning. Such tests are often control vehicles designed to get even, not to aidunderstanding.

Students are not likely to strive for targets that they already know areunattainable to them

A nearly foolproof way to inhibit student learning is to keep the outcomes andexpectations of their classes secret. Tests become ways of finding out how wellstudents have read their teacher’s mind.

Learning is not a “one-shot” deal. When the products of learning are complexand sophisticated, students need lots of teaching, practice, and feedback beforethe product is evaluated

Taking risks is not often rewarded in school. Students need encouragement andsupport, not low marks, while they try new or more demanding work.

Very often grades are reported as objective statistics without attention toweighting factors or the reliability of the scores. In most cases, a compositescore may be only a rough estimate of student learning, and sometimes it can bevery inaccurate.

Criteria for grading in schools and classes is often changed from day to day,grading period to grading period, and class to class. This lack of consensusmakes it difficult for students to understand the rules.

Grading Practices that Inhibit Learning

Figure Intro. 15 Adapted with permission from R.L Canady and P.R. Hotchkiss, “It’sa Good Score: Just a Bad Grade.” Phi Delta Kappan (September1989) : 68-71

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Standards-Based Grading Contrasted with Traditional GradingGuideline Standards-Based Traditional

#1

#2

#3a

#3b

#4

#5

#6

#7

#8

directly related to standards

criterion-reference standards

public criteria/targets

achievement only

individual

from summative assessments only

more recent information

reassessment without penalty

limited and careful “number crunching”

use of median/mode

derived from quality assessments

data carefully recorded

all aspects discussed with, and understoodby students

usually related to assessment methods

often norm-referenced or a mix of criterion and normreferenced

criteria unclear or assumed to be known

uncertain mix of achievement, attitude, effort and behavior

often includes group marks

from formative and summative assessments

everything marked is included

multiple assessments recorded as average, not best

many formula and calculations

always use means (“average”)

huge variation in assessment quality

often only stored in teachers’ heads

teacher decides and announces

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Guidelines for Grading- to support learning and to encourage student success

1. Relate grading procedures to the intended learning goals. i.e. standards.(a) Use learning goals (standards or some clustering of standards, e.g., strands) as basis for grade

determination.(b) Use assessment methods as the sub-set NOT the set.

2. Use criterion-reference performance standards as reference points to determine grades.(a) The meaning of grades (letters or numbers) should come from clear descriptions of performance

standards.(b) “If they hit the goal they get the grade!” – i.e., NO bell curve!

3. Limit the valued attributes included in grades to individual achievement.(a) Grades should be based on achievement, i.e., demonstration of the knowledge and skill

components of the standards. Effort, participation, attitude and other behaviors should be reportedseparately.

(b) Grades should be based on individual achievement.

4. Sample student performance – don’t include all scores in grades.(a) Provide feedback on formative “performance” – use words, rubrics or checklists.(b) Include information only from varied summative assessment to determine grades.

5. “Grade in pencil” – keep records so they can be updated easily.(a) Use the most consistent level of achievement with special consideration for more recent evidence

of achievement.(b) Provide several assessment opportunities (method and number).

6. “Crunch” numbers carefully – if at all.(a) Avoid using the mean; consider using median or mode.(b) Think ‘body of evidence’ and professional judgment – determine don’t just calculate grades.

7. Use quality assessment(s) and properly record evidence of achievement.(a) Meet standards for quality assessment –e.g., clear targets, clear purpose, appropriate target-method

match, appropriate sampling, and avoidance of bias and distortion.(b) Record and maintain evidence of achievement and behaviors – portfolios, tracking sheets, etc.

8. Discuss and involve students in assessment, including grading, throughout the teaching/ learningprocess.

(a) Ensure that (age appropriately) students understand how their grades will be determined.(b) Involve students in the assessment process, in record keeping and in communicating about their

achievement and progress.

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How to Grade for Learning: Linking Grades to Standards,

1. Basis for gradesAssessment Methods for LearningGoals

2. Reference PointStandards -norm or criterionreferenced

3. IngredientsAchievement, Behavior(s)

4. Sources of informationFormative, Summative Variety

5. Changing Grades

6. Number CrunchingMean, Median, Mode

7. QualityRecord keeping

8. Student Understanding

Which groupings – standards, strands?

Performance standards – what? how good is good enough?/To curve or not to curve

Learning skills/work habits/effortLate assignments/extra creditGroup grades/marks

Tests? Quizzes? Homework?How much data?Variety – paper-and –pencil, performance assessment,personal communication

Second-or multiple-chance assessment/ recent or all information

Method of calculation/ Role of professional judgement/ effect ofzeros/missed work / # points on scale

e.g. fairness-time on testsmanagement/tracking system(s)

clear criteriahow much student involvement

Relationships Between Grading Guidelines and Issues/Concerns

Figure Intro. 19

Issues Concerns

O’Connor, K., How to Grade for Learning, Corwin, 2002, 46

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Guidelines for Grading in Standards Based SystemsThe following guidelines are organized in an approximate order of importance tothe support of learning and success in standards based systems; all the guidelinesare important and fit together to make a consistent whole. The most critical arelisted first.

1. Relate grading procedures to the intended learning goals (i.e.,standards, etc)In order for grading to be fair and to provide optimum opportunities forstudent success, teachers must have a clear understanding of what learningresults are expected and grading must be related to these learning goals.This means that grades should be determines for each standard or for someclustering of standards, e.g., by students.

2. Use criterion-referenced standards as reference points todetermine grades.Clear standards for each performance level must be developed; these mayrange from ‘thumbnails’ (e.g., proficient) to full descriptions of each level.Glasser said, “No student grade should ever depend on what other studentsdo.” Teachers must be careful that they do not have a bell curve half-hiddenin the back of their minds and they must be prepared to celebrate, notquestion, when all students in a class achieve high grades.

3. Limit the valued attributes included in grades to individualachievement.(a) Grades should be based on achievement, i.e., demonstration of theknowledge and skill components of the standards. Effort, participation,attitude and other behaviours should be reported separately.

If grades are to have a clear meaning they must be relatively pure measuresof achievement. Achievement in this context is defined as individualdemonstration of the knowledge and skill components of the standards thatare stated for a course (or unit) of instruction. This does not mean thatgrading is simply a clinical objective procedure; there is still a great deal ofprofessional judgment involved in the development of an assessment plan,in the choice or development of assessment instruments, and in the scoringof the assessment products. Grades should not be used as punishment forpoor effort or misbehavior; these are discipline problems and should bedealt with as such.

Effort, participation, attitude and other behaviours should not be included ingrades because they are very difficult to define and measure. Also as each

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overall score for a product, blurs the accuracy of the assessment of theproduct and ultimately affects the validity of the grade produced. This doesnot mean that theseattributes are not valued – strong effort, positive attitude, regular attendanceand submitting work on time are very important, but they should bereported separately (and regularly) – they should be reporting variables, notgrading variable.

(b) Grades should be based on individual achievement. If grades are to have a clear meaning they must be relatively pure measures of individual achievement. Grades should not include group scores; what goes into the grade should reflect the learning of each individual from any cooperative learning situation. Remember, individual assessment should follow cooperative learning.

4. Sample student performance – don’t mark everything and don’tinclude all marks in grades.

This guideline supports learning by dealing with two serious problems – the “does – this – count” syndrome exhibited by students and the “I have too much marking” syndrome exhibited by teachers.

(a) Provide feedback on formative “performance” – use words, rubrics,checklists.Many assessments are designed to provide feedback so that students can

improve performance and Teachers can adjust instruction. As in band or basketball, the purpose of practice is for help students learn, not to produce marks for final grades. Teachers also benefit from reduced marking loads as they do not need to mark everything students do.

Another benefit is that feedback on proactive efforts can be made incomment form which is very motivational. Letter or number marks tend tobring premature closure to a learning task.

(b) Include information only from varied summative assessments todetermine grades.

Tests, exams, assignments, performances (debates, seminars, presentations) at the end of a unit or grading period (however arbitrarily the end is defined) should provide the information which is used to determine grades for students.

The practical implication of this guideline is that teachers should have intheir mark books a formative page to use for reporting and a summativepage to use for grading decisions. 8


5. Grade in pencil – keep records so they can be updated easily.

(a) Use the most consistent level of achievement with specialconsideration for more recent information.

Consistency in achievement should be looked for first but if it is lacking thewe have to dig deeper. Our limited ability or achievement at the beginningof a learning task should not be held against us as we improve. For thepurposes of grading, what matters is what we can do at the end, not howlittle we could do when we started. Marks, therefore, should be entered inthe grade book in pencil so that old information can easily be replaced bythe most recent summative information.

(b) Provide several assessment opportunities (method and number).

Life is full of second chances so we must provide multiple opportunities forstudents to perform at their best. This does not mean an endless set ofopportunities. But if students are willing to undertake responsibility forrelearning a task, then reassessment is entirely appropriate.

6. Use care “crunching” numbers

(a) The average doesn’t have to be the mean; consider using median ormode.

The median – the middle score in a group of marks, is a far moreencouraging way of calculating grades. The commonly used average ormean calculation tends to emphasize lower scores. The median is alsostatistically accurate. The median is also statistically accurate. The mean isnot. Consideration should also be given to the use of the mode – the mostfrequently occurring score (or level).

(b) Think ‘body of evidence’ and professional judgment – determine don’tjust calculate grades.

Grading should be seen primarily as professional judgment, not just as anumerical, mechanical exercise. Grades should be determined on the basis of the‘body of evidence’ each student has produced in the grading period.

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7 Use quality assessment(s) and properly record evidence of achievement.

Grades are meaningful only if they are based on quality assessment. Assessmentsshould clearly and appropriately measure the designated standards. The methodsshould match the task and provide a representative sample of student work.

8 Discuss and involve students in assessment, including grading, throughoutthe teaching/learning process.

For students to have the best opportunities to be successful in their learning theymust know how assessment will be used and they should be involved in decisionsabout assessment. This does not mean that every detail has to be presented tostudents at the beginning of instruction, because students should be involved indeveloping criteria for many of the assessment methods, and this will occurthroughout a course. It does mean, however, that students must receive, inwriting, clear, concise information on how grades will be arrived at in eachyear/course, preferably in the first few days of each year/course.

Conclusion

It is important to emphasize that what has been presented here are guidelines not rules.These guidelines are intended to provide framework which not only gives someflexibility to individual teachers, but also provides the opportunity for all those involved(teachers, students, parents, etc) to see that there is a consistent philosophy being appliedin the grading practices used in school.

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Questions for Consideration

1. What is the best organizer for tracking student achievement, grading, and reporting?Consider standards/strands and/or learning goals for each course/subject/grade.Whichever organizer is selected – is each category (strand, goal, etc.) of equal importance or are somemore important than others for whole or parts of a course/subject/grade, i.e., each grading period?

2. Is there a desirable class average or median? If yes, what is it? Why?What are our performance standards? What is the meaning of A, B, C, D, and F? Is it just aletter/number relationship or do we have descriptors? How detailed are the descriptors? Whatalternatives are there to A, B C, D, and F – e.g., Advanced, Proficient, Developing, Beginning? Whenshould alternatives be used?

3 (a) What type of communication system/report cards are necessary to put this guideline in place?How should late work and extra credit be dealt with?

3 (b) What guidelines are necessary at district or school level re the use of group scores in Individual’sgrades?

4. How can we get students to practice if students are not rewarded/punished by including practice(especially homework) directly in grades?

How can we use the assessment process to build student confidence, i.e., their academic self-concept?How can we get teachers and students to see mistakes/errors as opportunities?What is the appropriate number of pieces of (summative) assessment evidence for determining grades?What sources of information should be included in grades – paper and pencil, performance assessment,personal communication? Should it be the same for all students?

5. When should new evidence replace old evidence of achievement?How can we make second/multiple opportunity assessment feasible?

6. Is any method of number crunching fair to all students?Should zeros be used? How can we incorporate I (Insufficient evidence of Incomplete) into our gradingand reporting practices?What will we need to do to provide necessary support to implement “I?”To what extent is or should grading be a numerical, mechanical exercise?To what extent is or should grading be an exercise in professional judgment based on a body of evidencefor each student in relation to clearly established performance standards?

7. Are standards of quality assessment followed –i.e., clear targets, clear purpose(s), appropriate target-method matches, appropriate sampling, and elimination of interference/ distortion?What methods are being used to track achievement and behaviour to provide a valid and reliable body ofevidence for each student?What technology is being used? Does the grading software allow operation of all the guidelines? Isreport builder software satisfactory?

8. How clear are the criteria for success to students in each classroom?How much student involvement is there in the assessment process – designing or choosing assessmentstrategies? Developing criteria? Collecting evidence of their achievement? And/or communicating abouttheir achievement, especially to parents?

OverallWhat balance of pressure and support is necessary to bring about change? What pressure? Whatsupport? Parent involvement/education – what and how much is necessary? At what level are/shouldpolicies/procedures (be) determined – District or school?

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12

Guideline #1


13A


13B


13C


14


Stiggins, et al,Classroom Assessmentfor StudentLearning, ATI,Portland, OR,2004, 289

15

Guideline #1



16

Guideline #1


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Guideline #1


Language ArtsReading Q1 Q2 Q3 Q4 Comprehensions Strategies Vocabulary Development Oral Reading

Writing Q1 Q2 Q3 Q4

Process (pre-writing, first Draft, editing, revising, Publishing) Style Mechanics Grammar Spelling/Application

Research/Inquiry Q1 Q2 Q3 Q4 References Organization

Oral Communication Q1 Q2 Q3 Q4 Listening Speaking

MATHMATICSQ1 Q2 Q3 Q4

Number RelationshipsComputationMeasurementGeometryAlgebra/Patterns

Data Analysis

Probability

ProblemSolving/Communicating

SOCIAL STUDIESQ1 Q2 Q3 Q4

Geography, History,Political Sciences,Economics, BehavioralSciences

Grade reflects integration of all students

Attendance Q1 Q2 Q3 Q4Days AbsentTimes Tardy

Q u ic k T im e ™ a n d aG ra p h ic s d e c o m p re s s o r

a re n e e d e d to s e e th is p ic tu re .

n ex t t o g r a d e i n s u b je c t a r ea

i n d i ca t es s tu d e n t p r o g re s s i s a ff e c t ed

b y a b se n c e s o r t a r d i n e s s .

I N IT I AT I VE / E FF O R T

Q1 Q2 Q3 Q4

Read i ng

Wr iti ng

Ma t he m a ti c s

S c i ence

S oc i a l St ud i e s

SO CIA L SK I L L S

Q1 Q2 Q3 Q4

S hows r espe c t f or :

Adu lt s

P ee r s

P rop e r t y

F o ll ows Ru l e s

Acc e p t s re s pons i b ilit y f o r

own ac ti ons

Coop e ra t e s & Co m p r o m i s e s

Deve l op s s ucce s s f u l p e er

r e l a ti onsh i p s

U s es se lf- di s c i p li ne

R e so l ve s con fli c t pe a ce f u l ly

W O R K/S TUDY S K I L L S

Q1 Q2 Q3 Q4

U s es ti m e w is e l y

A s ks fo r h e lp when needed

Wo r ks i ndependen tl y

St ays on t a s k

P rodu c es qua lit y wo r k

W rit es l eg i b l y

Co m p l e t e s & r e tu r n s ho m ewo r k

a s s i gn m en t s on tim e

O r gan i ze s wo r k & be l ong i ngs

U s es t echno l ogy e f f ec ti ve l y

S t ud e n t

A c h i ev em en t K e y : T hi s s y m bo l i ndi c a t e s how t he s t uden t i s

p erf o r m i ng i n re l at ion s hip t o a s ta nda r d .

A = T he s t uden t h a s d e mon s t rat ed t he re qui re d know le dge a nd s k il l s .

A c h i ev em en t m e et s o r e xc ee ds G ra d e L ev el E xpe c t a ti ons .

B = T he s t ud e nt h a s d e mon s t rat ed m os t o f t he re qui re d know le dge a nd

s k il l s . A c h i ev em en t g e ne ral ly m e et s G ra d e L ev el E xpe c t a ti ons .

C = T he s t ud e nt h a s d e mon s t rat ed s o me o f t he re qu ir ed know le dge a nd

s k il l s . A c h i ev em en t a pp r oa c h e s G ra d e L ev el E xpe c t a ti ons .

D = T he s t uden t h a s d e mon s t rat ed s o me o f t he r equ ire d know le dge a nd

s k il l s i n l i mi t e d w a ys . Ac h ie ve me nt fre quen tl y fa l l s b e lo w G ra d e

L ev el E xpe c t a ti ons .

U = T he s t uden t h a s no t d e mon s t rat ed t he re qui re d know le dge a nd

s k il l s . A c h i ev em en t do e s no t m e et G ra d e L ev el E xpe c t a ti ons .

X = No t a s s e s s ed a t t hi s t i me .

S CI E NCE

Q1 Q2 Q3 Q4

Phy si ca l S c ie nces

Ea rt h & Sp a ce S c i e nces

L if e & Env ir on m en t a l

S c i ence s

S c i e nce Pr oce s se s

( Connec ti on s , na t ur e o f

s ci ence , i nqu ir y,

app li ca ti on s , soc i a l and

pe r sona l pe r spe c t i v e s )

G r ade i nc l udes sc ie nce l ab wo r k

I n i t ia t i ve , S oc ia l and Wo r k S k il l s K ey : T h i s sy m bo l

r epr e sen ts t he s t uden t’ s e f fo rt .

3 - C ons i s t en t 2 - I ncon si s t en t 1 - M i n im a l

Shorewood School District, WI

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Guideline #1


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Guideline #1


Performance Standards

How good is good enough?What reference points do we use?

Cruise Line – Above ExpectationsMet Expectations

Below Expectations

Hotel – 100% - Very Satisfied 60% - Somewhat Satisfied 40% - Neither Satisfied nor Dissatisfied 20% - Somewhat Dissatisfied

Traditional School approachesA 90-100% - Outstanding ExcellentB 80-89% - Above Average GoodC 70-79% - Average SatisfactoryD 60-69% - Below Average PoorF >60% - Failing Unacceptable

Standards-based approaches(May be described by levels or linked to %)Advanced Above standard*Proficient Meets standardDeveloping Below but approaching standardBeginning Well below standard

*Standard has to be defined, e.g. Ontario –“well prepared for next grade or course.”

Guideline #2a

O’Connor, K., How to Grade for Learning, Second Edition, Corwin, 2002, 71

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Sample Descriptive Grading Criteria

Students receiving a grade demonstrate most of the characteristics most of the time.

A

B

C

D

F

Exhibits novel and creative ways to show learning Enjoys the challenges and successfully completes open-ended tasks with high quality

work Test scores indicate a high level of understanding of concepts and skills Assignments are complete, high quality, well organized, and show a high level of

commitment Almost all the learning goals are fully or consistently met and extended

Exhibits standard ways to show learning Enjoys open-ended tasks, but needs support in dealing with ambiguity Test scores indicate a good grasp of concepts and skills Assignments are generally complete, thorough, and organized Most of the learning goals are fully or consistently met

Needs some encouragement to show learning Needs support to complete open-ended tasks Test scores indicate satisfactory acquisition of skills and concepts Assignments are generally complete, but quality, thoroughness, and organization vary More than half of the learning goals are fully or consistently met

Occasionally shows learning after considerable encouragement Needs support to begin, let alone complete, open-ended tasks Test scores indicate weak acquisition of skills and concepts Assignments are varied in quality, thoroughness, and organization Only a few of the learning goals are fully or consistently met

Rarely shows learning Unable to begin, let alone complete, open-ended tasks Test scores indicate very weak grasp of concepts and skills Assignments show poor quality and are frequently incomplete None or almost none of the learning goals are fully or consistently met

How to Grade for Learning: Linking Grades to Standards, Skylight Professional Development, Glenview, IL, 2002. 75

Guideline #2a

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Pennsylvania Performance Standards

AdvancedStudents achieving at the advanced level demonstrate superior academic performance. Advanced workindicates an in-depth understanding or exemplary display of the skills included in the Pennsylvania AcademicContent Standards.

These Students: Demonstrate broad in-depth understanding of complex concepts and skill Make abstract, insightful, complex connections among ideas beyond the obvious Provide extensive evidence for inferences and justification of solutions Demonstrate the ability to apply knowledge and skills effectively and independently by applying

efficient, sophisticated strategies to solve complex problems Communicate effectively and thoroughly, with sophistication

ProficientStudents achieving at the proficient level demonstrate satisfactory academic performance. Proficient workindicates a solid understanding or display of the skills included in the Pennsylvania Academic ContentStandards. This is the accepted grade – level performance.

These Students: Can extend their understanding by making meaningful, multiple connections among important

ideas or concepts and provide supporting evidence for inferences and justification of solutions Apply concepts and skills to solve problems using appropriate strategies Communicate effectively

BasicStudents achieving at the basic level demonstrate marginal academic performance. Basic work indicates apartial understanding or display of the skills included in the Pennsylvania Academic Content Standards.Students achieving at this level are approaching acceptable performance but have not achieved it.

These students: Demonstrate partial understanding of basic concepts and skills Make simple or basic connections among ideas, providing limited supporting evidence for

inferences and solutions Apply concepts and skills to routine problem-solving situations Communicate in limited fashion

Below BasicStudents achieving at the below basic level demonstrate unacceptable academic performance. Below basicwork indicates a need for additional instructional opportunities to achieve even a basic understanding ordisplay of the skills included in the Pennsylvania Academic Content Standards.

These Students: Demonstrate minimal understanding of rudimentary concepts and skills Occasionally make obvious connections among ideas, providing minimal evidence or support for

inferences and solutions Have difficulty applying basic knowledge and skills Communicate in an ineffective manner

Guideline #2a


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Guideline #2a

Additional InformationFor more detail regarding the Standards, please refer to the Academic Standardsbrochures for each grade level. The brochures are available at your school office orby connecting to the SJUSD Web Site at www.sanjuan.edu. (look under academicstandards. For specific, in-depth information, please refer to the K-6 Language Artsand Mathematics Standards. The standards can be obtained by contacting the Officeof the Assistant Superintendent of Curriculum and Professional Development at 3738Walnut Ave, Carmichael, CA 95609, calling 971-7185

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Explanations on Markings

Standard Levels:Advanced (4): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)

The students consistently meets and at times exceeds (more depth/extensionwith grade level work and/or performing at a high grade level) the standard asit is described by the grade level key indicators. The student, with relative ease,grasps, applies, and extends the key concepts, processes, and skills for thegrade level. The student’s work is comparable to the student models andrubrics that are labeled advanced (4)

Proficient (3): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)

The student regularly meets the standard as it is described by the grade levelkey indicators. The student demonstrates proficiency in the vast majority ofthe grade level key indicators. The student, with limited errors, grasps andapplied the key concepts, processes, and skills for the grade level. Thestudent’s work is comparable to the student models and rubrics that are labeledproficient (3).

Approaching (2): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)

The student is beginning to, and occasionally does, meet the standard as it isdescribed by the grade level key indicators. The student is beginning to graspand apply the key concepts, processes and skills for the grade level butproduces work that contains many errors. The student’s work is comparable tothe student models and rubrics that are labeled approaching (2).

Below (1): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)

The student is not meeting the standard as it is described by the key indicatorsfor this grade level. The student is working on key indicators that are one ormore years below grade level. The student’s work is comparable to the studentmodels and rubrics that are labeled (1).

Explanations on MarkingsGrades:Outstanding (O): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)

For Effort, Social Skills, Work Habits, and Science/Social Studies Grades –and “O” indicates the student’s effort, social skills, work habits, and/orscience/social studies performance consistently meet and at times exceed theexpectations for the grade level at which the student is performing

Good (G) : (Teachers will use “+” and “-“ to further define the level ofperformance within this range)

For Effort, Social Skills, Work Habits, and Science/Social Studies Grades – a“G” indicates the student’s effort, social skills, work habits, and/orscience/social studies performance regularly meet the expectations for thegrade level at which the student is performing.

Satisfactory (S): (Teachers will use “+” and “-“ to further define the level ofperformance within this range)

For Effort, Social Skills, Work Habits, and Science/Social Studies Grades – a“S” indicates the student’s effort, social skills, work habits, and/orscience/social studies performance usually meet the expectations for the gradelevel at which the student is performing.

Needs Improvement (N): For Effort, Social Skills, Work Habits, andScience/Social Studies Grades

For Effort, Social Skills, Work Habits, and Science/Social Studies Grades – a“N” indicates the student’s effort, social skills, work habits, and/orscience/social studies performance do not meet the expectations for the gradelevel at which the student is performing.

Source: San Juan School District, CA

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ProductAssessment Tasks

e.g. • performances• presentations

• tests/quizzes/examination• culminating demonstration

Sum total of everything students do in school/classroom

Assessment tasks,e.g. • performances

• presentations• tests/quiz• culminating demonstration

ProductAssessment taskse.g. • performances

• presentations• tests/quizzes/examinations• culminating demonstrations

Assessment of students using observation over timeProcess

e.g. • learning logs• journals• portfolios• teacher observations/anecdotal notes

Select a representative sampling of what students do

Report Card

Grading Variables

Attitude/Learning Skills/Effort• enjoys learning• questions/investigates

class participation•• works independently• completes assignments• completes research/projects• cooperates with others• respects others• resolves conflicts• attendance, punctuality

ACHIEVEMENT

Guideline #3a

• reflects and sets goals


Reporting Variables (Desirable Behaviors)

(Standards) 24


How to Grade for Learning: Linking Grades to Standards, Skylight Professional Development, Glenview, IL, 2002.222

Ontario Provincial Report CardGrades 9-12

Student Grade Principal

Address School Council Chair

School Te lephone Board

Address Fax Address

CoursesIEP = Individual Education PlanESL = English as a Second LanguageELD = English Literacy Development

These boxes appear for each coursewhere appropriate Report

Period

CommentsStrengths/Areas for Improvement/ Next

Steps

Course Title:Course Code:Teacher: IEP ESL ELD




Student’s Average To view provincial curriculum documents, visit the Ministry of Education’s website: www.edu.gov.on.ca. For more information call(416) 325-2929 or toll free 1-800-387-5514

Semester Report Period Date

Learning SkillsE-Excellent,

G=Good,S=Satisfactory,

N= Needs,Improvement

Guideline #3a

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Getting Work In On Time

1. Set clear and reasonable timelines with some student input.

2. Ensure that the expectations for the task/ assignment are clearly established andunderstood.

3. Support the students who will predictably struggle with the task without intervention

4. Find out why other studentsÕ work is late and assist them.

5. Establish the consequences for late work, e.g.,

After school follow-up Make-up responsibility within a supervised setting Parent contact Notation in the mark book for each assignment which is late ŅGradesÓ on a learning skills/ work habits section of the report card Comments on the report card that reflects chronic lateness

6. Provide the opportunity for students to extend timelines:

Student must communicate with the teacher in advance of the due date Student must choose situations carefully as this extension may only be used once/twice per term/semester

How to Grade for Learning: Linking Grades to Standards, Skylight ProfessionalDevelopment, Glenview, IL. 2002.103

Figure 3.6 Adapted from Creating a Culture of Responsibility, York Region DistrictSchool Board, 1999

Guideline #3a

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Assessment for LearningThe research base and recent findings

Two Ōmeta-analysesÕ each cover a decade of global research on the impact of assessmenton studentÕ learning:

1. Terry Crooks (University of Otago, New Zealand) : The Impact of ClassroomEvaluation Practices on StudentsReview of Educational Research: Winter 1988, vol.58. no 4, pp.438-481

2. Paul Black and Dylan Wiliam (Kings College, University of London) :Assessment and Classroom LearningAssessment in Education: Principles, Policy and Practice, vol 5, no.1, March1998, pp. 7-74

Black and Wiliam wrote a summary of their research, which has been publishedseparately under the title Inside the Black Box: Raising Standards through ClassroomAssessment. (published by Kings College, London, 1998)Available in North America as ŅInside the Black Box,Ó Kappan, October Ō98A larger group of assessment specialists, - the Assessment Reform Group Š based in theUK, have produced a booklet to support and illustrate the Black and Wiliam findings:Assessment for Learning: Beyond the Black Box (published by University of CambridgeSchool of Education, ISBN 085603 042 2, 1999 )

ŅThe research indicates that improving learning through assessment depends onfive, deceptively simple, key factors: The provision of effective feedback to students The active involvement of students in their own learning Adjusting teaching to take account of the results of assessment A recognition of the profound influence assessment has on the motivation and

self- esteem of students, both of which are crucial influences on learning The need for students to be able to assess themselves and understand how to

improveÓ

ŅThe characteristics of assessment that improves learning are that: It is embedded in a view of teaching and learning of which it is and essential part It involves sharing goals with students It aims to help students to know and recognize the standards they are aiming for It involves students in self-assessment It provides feedback which leads to students recognizing their next steps and how to

take them It is underpinned by confidence that every student can improve It involves both teacher and students reviewing and reflecting on assessment dataÓ

Developed by Ruth Sutton

Guideline #4

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Introduction, instruction or practice for studentslearning knowledge and/or skills

Introduce criteria, allow for feedback, self-assessment, and guided practice

Focus on individual or group learning

May be narrow in focus – introduce or providepractice for specific skills and knowledge

Information for report card comments

Students demonstrate knowledge/skills onwhich they have had an opportunity to practice

Are based on known criteria

Focus primarily on individual studentperformance

Usually broader-integrate important skills andknowledge

Information for report card grades andcomments

A Comparison of Teaching/Learning and Summative Assessment Activities

Common Elements focused on learning goals (standards) engaging for students enhance students’ knowledge and skills

Teaching/Learning Activities Summative Assessment Activities

How to Grade for Learning: Linking Grades to Standards, Corwin, Thousand Oaks,CA, 2002. 114

Guideline #4

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Guideline #4

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Guideline #4

Source: Sandy Wilson, Rutherford HS,Bay District Schools, FL

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Guideline #4

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Guideline #4

Source: Sandy Wilson, Rutherford High School,Bay District Schools, FL

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TASK METHOD(S) STRATEGY(IES) SCORING TOOL ASSESSORROLE PLAY Practice(s) Performance Ass't Performance Rubric self/peerQUIZ(ZES) Paper and Pencil Selected Response Marking Scheme TeacherBROCHURE Draft Performance Ass't Product Rubric peerBROCHURE Near Final Performance Ass't Product Rubric self/peer

Sample Assessment Plan

Formative Assessment for Unit 1

Summative Assessment for Unit 1

TASK METHOD(S) STRATEGY(IES) SCORING TOOL ASSESSORROLE PLAY Performance Ass't Performance assessment Rubric TeacherTEST(S) Paper and Pencil Selected & Constructed Reponse Marking Scheme TeacherBROCHURE Performance Ass't Product Rubric Teacher

Guideline #4

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Guideline #5

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French First Grading Period Second Semester 2001/02

Date 1/08 1/14 1/18 1/28 1/31 2/01 2/08 2/11 2/15Voc Writ Voc Writ Sp Voc Writ Sp Sp Total Mean Median Mode Grade

Name 1 1 2 2 1 3 3 2 3 /900 % % 5pt.Lauren 74 78 78 72 78 76 78 78 78 690 77 78 2Douglas 100 100 89 99 100 98 99 99 100 884 98 99 4

Elliot 91 96 100 96 62 100 100 65 68 778 86 96 4Jenelle 55 57 75 73 56 95 98 76 95 681 76 75 ?

Cassandra 0 0 0 0 0 91 93 97 100 381 42 0 0Kathryn 68 20 82 80 30 40 90 66 71 547 61 68 2Tiffany 83 82 84 81 100 85 84 100 100 799 89 88 3Carla 100 100 67 65 61 100 100 100 100 793 88 100 4Cassi 94 100 0 100 0 94 0 98 98 584 65 94 4

Jamie Ann 20 20 55 59 20 99 97 57 98 525 58 57 0

What grade (letter and/or %) should each student get?(Use the right hand column)

A 90-100% = 4; B 80-89%=3; C 70-79%=2; D 60-69%=1; F< 60%=0; I IncompleteVoc = Vocabulary; Writ = Writing; Sp = Speaking

Guideline #6

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We believe that students should learn to accept responsibility and should be heldaccountable for their work. Nevertheless, we know of no evidence that shows assigning azero helps teach students these lessons. Unless we are willing to admit that we usegrades to show evidence of students’ lack of effort or inappropriate responsibility, thenalternatives to the practice of assigning zeros must be found.

p.144Some teachers defend the practice of assigning zeros by arguing that they cannot

give students credit for work that is incomplete or not turned in – and that’s certainlytrue. But there are far better ways to motivate and encourage students to completeassignments than through the use of zeros, especially considering the overwhelminglynegative effects of assigning zeros.

The use of an I or “Incomplete” grade is an alternative to assigning zeros that isboth educationally sound and potentially quite effective. Students who miss anassignment or neglect a project deadline receive a grade of I and then are required toattend after-school study sessions and/or special Saturday classes until their work iscompleted to a satisfactory level. As we described in Chapter 3, implementing such apolicy may require additional funding and support. Still, the payoffs are likely to begreat. Not only is it more beneficial to students than simply assigning a zero, it’s also alot fairer. In addition, it helps make the grade a more accurate reflection of what studentshave learned. p.144

Recognizing this, some schools have initiated grading policies that eliminate theuse of failing grades altogether. Teachers at Beachwood Middle School in Beachwood,Ohio, for example, record students’ grades as A, B, C, or I (Incomplete). Students whoreceive and I grade are required to do additional work in order to bring their performanceup to an acceptable level. This policy is based on the belief that students perform at afailure level or submit failing work in large part because teachers accept it. If teachers nolonger accept substandard work, however, they reason that students will not submit itand, with appropriate support, will continue to work until their performance issatisfactory.

Beachwood Middle School teachers strongly believe that giving a failing grade tostudents who have not performed well, despite their ability to do so, offers them an easyway out. If, on the other hand, teachers insist that all assignments designed todemonstrate learning eventually be completed and done well, then students will choose todo their work in a timely fashion and at a satisfactory level of quality. The guidingmaxing of the teachers at Beachwood Middle School is “if it’s not done well, it’s notdone!”

Implementing grading policies such as this requires additional funding for thenecessary support mechanisms, of course. Students who receive an I grade, for example,typically are required to attend after-school, make-up sessions or special Saturday schoolprograms staffed by teachers, volunteer parents, and older students. Those who areunable or unwilling to do the make-up work during the school year must attend requiredsummer school sessions designed to help them bring their performance up to anacceptable level (Kuehner, 1998). Although these support mechanisms demandcommitment and additional funding, schools implementing such programs generally findthem highly successful (Bernetich, 1998). Many also discover that in the long run theyactually save money. Because this regular and ongoing support helps students remedytheir learning difficulties before they become major problems, less time and fewerresources need to be spent in major remediation efforts later on.

p.35

From Guskey and Bailey Developing Grading and Reporting Systems for Student Learning, Corwin, 2001

Guideline #6

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How to Grade for Learning: Linking Grades to Standards, Skylight ProfessionalDevelopment, Glenview, IL, 2003, 152.

Completion Contract

Student Name:

Course:

Missed Work - The following work has not been handed in:

Original Due Date:

Reason – Please indicate why the work is late.

Next Steps – What will you now do to get this work completed?

New Date for Submission:

Once this new date is negotiated, the student agrees to submit this work on that date or receive amark of I for Incomplete. The student and parent acknowledge that I’s may lead to the teacherdetermining that there is insufficient evidence for a grade and that this is the equivalent of a failinggrade.

Student Signature: Parent Signature: Teacher Signature:

Figure 6.7 Adopted by Ken O’Connor from original work by Jennifer Perkin, Catholic School Board of Eastern Ontario

Guideline #6

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Guideline #6

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Approaches to Determining Grades

Basis for Grades Weighting Base Grade Determination

Approach 1. NumericalGrading Scale e.g., A = 80 – 100%

Assessment methodse.g., tests – 50%, projects – 50%

Mean / Average

Approach 2. Description of grades i.e., inwords

Learning goals organized in categoriese.g., strands standards, benchmarks

Mean / Average

Approach 3. Description of grades Learning goals organized in categories Median / Mode

Approach 4. Description of grades Learning goals organized in categories Multiple measures converted to %, thenmean, median or mode

Approach 5. Description of grades Learning goals organized in categoriesMultiple measures

No conversion/calculation Most consistent with consideration for

more recent Professional judgement supported by body

of evidence

Approach 1. T raditionalApproach 2-5. Mov ing from traditional to holistic – based on learning goals (whatever they are called – “standards,” “outcomes,” “expectations,” etc.) in categories.

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Grading For Learning and Communication – practices thatsupport and increase learning and accurately represent learning.

Guideline Issue SupportsLearning

AccurateCommunication

1 Basis for gradesClear target(s) Based on

standards

2Reference

Points

Clear target(s) Based on Clear,public, criterion

referencedstandards

3Achievement

Individual

Clear target(s)Responsibility

Based on clear,public

standardsNot distorted by

other

4 PurposeFeedback and

guided practiceAfter

instruction andlearning

5 ChangingGrades

Time to learnMultiple

Opportunities

More recentachievement

6Number

CrunchingRecognizes

Achievement

Not punitive

Professionaljudgement or

mostappropriate

numbercrunching

7 QualityAssessment

Assessmentdone with not to

studentsAccurate

8 StudentInvolvement

Confidence andMotivation

‘Real’ measures

Ownership

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Classroom Assessment Principles, Goals, and Guidelines/ProceduresSchool/District xÕs vision for improving student achievement is supported by the following sixprinciples of classroom assessment. Each principle is expanded by the inclusion of goals, which explainhow each principle should support student achievement. Finally, gu idelines/procedures are listed whichexplain how the principles and goals are implemented and supported.

PrinciplesWhat do we believe about classroom assessment?

1. The primary purpose of assessment is to improve for all students.2. Assessment is aligned to learning goals (expectations, standards, etc.)3. Assessment is a process that is reflective of quality.4. Grading is fair, consistent, and meaningful.5. Communication among stakeholders is timely, appropriate to audience, and aligned to

learning goals.6. Roles and responsibilities are clearly defined, communicated, and understood by

stakeholders.

GoalsHow do the beliefs support student achievement?

4. Grading: Grading is fair, consistent, and meaningful.Grading practices should:

- reflect learning goals;- reflect professional judgment supported by bodies of evidence; and- reflect teacher collaboration and dialogue regarding consistency and application of the

district guidelines.

Guidelines/ProceduresHow are the principles implemented in the classroom?

4. Grading: Grading is fair, consistent, and meaningful.4.1 Teachers grade and report student progress and achievement based on learning goals.4.2 Teachers inform students about grading criteria and methods used for determining grades.4.3 Teachers measure student attainment of learning goals and assign grades based on

predetermined, consistent grading procedures in the same courses and across grade levels.4.4 Teachers will use formative and summative methods to collect information about student

progress; however, formative assessment will form a minor part of the overall grade andsummative scores will form a major part of the course grade.

4.5 Teachers will place more emphasis on the most recent information collected on cumulativeknowledge and skills when using their professional judgment to determine and report studentgrades.

4.6 Teachers determine grades based on individual achievement of content standards; therefore, thepublished learning goals are the grading variables.

4.7 Teachers report information on behaviors, such as effort, participation, attitude, attendance, andpunctuality. (These are reporting variables and not grading variables, subject to other district orschool policies.)

4.8 Schools establish procedures so that any penalties that apply toward a grade do not distortstudent achievement of learning goals.

4.9 Teachers provide makeup opportunities for students who miss summative assessment due toreasons approve by the district.

4.10 Teachers assign grades based on achievement of learning goals rather than as a means ofmotivation and control.

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Grading Policy for Class

1. Student progress and achievement will be evaluated in relation toFlorida standards/ benchmarks. (2.4, 4.1)

2. Students will be informed about grading criteria and methods used todetermine a grade. (4.2)

3. Students will be given opportunities to practice using assessmentapproaches and methods prior to collecting and using information toassign grades. (3.8)

4. Evidence from summative assessments will be used to determine thecourse achievement grade. Assessments that are used to monitorstudent learning such as in-class practice, homework, and discussions(formative assessment) will not be factored into grades. Onlyassessment that takes place after learning (summative assessment) willbe used for grading purposes. (4.5)

5. I will provide make-up opportunities for students who miss asummative assignment. No zeros will be recorded for informative orsummative assessments. All homework will be made up if notcompleted. (4.10)

6. Weekly portfolios will be sent home to provide parents with anopportunity to see students progress and provide feedback regardingtheir achievement. (5.1, 5.2, 5.3, 5.4, 5.5)

7. Report cards will provide final assessment each nine weeks, accordingto Bay County School policy. (6.9)

X Elementary School

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8th Grade Social Studies/Mr. Hugh OÕDonnellGuidelines for Grading, Homework and Discipline that Enhance Learning

ŅMarksÓ or ŅscoresÓ refer to individual tests, assignments, performances, or products.ŅGradeÓ refers to an overall evaluation of learning at an appropriate point such as reportcard time.

Grading Guidelines:1. All grading procedures relate to Ņintended learning outcomesÓ as written in

Oregon State and Hillsboro School District content and performancestandards.

2. Grades will be based on individual achievement of learning goals and will notbe affected by issues such as effort, attitude, and participation. These factorswill be reported separately. In addition, individual grades will be given forgroup work.

3. Assessments that are used to monitor student learning in progress and/oradjust teaching, such as in-class practice assignments, discussions, and otherforms of descriptive feedback (Ņformative assessmentÓ) to students abouttheir learning, will not be factored into grades. Only assessments that takeplace after learning is supposed to have occurred (Ņsummative assessmentÓ)will be used for grading purposes. I will, however, keep a record of formativeassessment scores to validate my judgment in grading. (For example, if astudent performs poorly in summative assessments and there is a sparse recordof participation in the formative assessment process, we can see that littlelearning took place.)

4. New information showing additional learning about any given standard willreplace old information. Grades will reflect the most recent learning. Oldscores relating to that standard will be discarded.

5. Where a combination of scores is used to determine a letter grade, I will makesure that they are descriptive of achievement only. For example, I will notinclude zeros (for late or missing assignments) in achievement statisticsbecause they are both non-descriptive of learning, and extreme as values. Iwill use the median average (or middle score) as a general indicator ofachievement unless there is an unusual circumstance, and then I will considerrelative importance of the learning goals achieved and recency of scores. Ifthere is insufficient evidence of achievement, I will assign an incomplete andexpect the student to make arrangements to make-up or repeat the learningexperiences missed.

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6 Students will be graded relative to published standards and not in comparisonto each other

7 All assessments, both formative and summative, will match their learninggoals. Grades will always be based on quality assessment.

8 Students will always know how their grades are formulated. They will oftentake part in the assessment process because recent research indicates thatstudent-involved formative assessment is the most powerful innovation inlearning that currently exists.

Grading Scales:

If prevailing median scores for learning goals are in the range of 90 to 100percent, a grade of A will be given. The cutoffs for B, C, and D, respectively will be80%, 70%, and 60%. Less than 60% will be considered F. A lthough I will never give aletter grade lower than the median score indicates, I may award a letter grade higher thanthe numbers indicate if there is sufficient additional non-numerical evidence of greaterlearning, such as performance rubrics or scoring guides which donÕt easily convert topercentages.

Homework Guidelines:

Please see attached Hillsboro School Board Policy on homework for acomprehensive view.

We will not have homework every day. Most of our formative assessmentactivities will take place in the classroom with my coaching. I will expect students towork on ŅbigÓ assignments with extended deadlines at home on occasion. My homeworkhotline message will inform you of what we have covered in class for the day and ourplans for the week. It may vary from our actual schedule because I must submit theentire weekÕs plan on Monday and I must be flexible covering our course goals. Iwelcome your calls regarding makeup opportunities. My phone numbers and emailaddresses appear at the end of this document.

Makeup Wo rk:

The Hillsboro District policy for makeup work is to give students the Ņnumber ofdays absent plus oneÓ as time to make up work. I regard this as a guideline, not aninflexible rule. If a student is well enough to work at home, it is to their benefit to staycurrent from home. (I will never require less time than the District guideline, in anycase.) If the student is too ill to stay current, even the stated amount of time may not besufficient and may generate great stress for the student. We will agree, parents and

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students both, on mutually acceptable target dates for completion of work. If a student isindisposed up to and beyond a grading period, we shall make arrangements with theprincipal for a fair opportunity to make up work.

Late Work:

I expect a student to be timely because it benefits them in their achievement oflearning goals, and it helps me. Chronic lateness of work will be dealt with as abehavioral problem -- not a grade reduction -- with a variety of remedies, includingparental notification, a record of missed assignments in my formative assessment log, andstaying after school (with parental permission and transportation support from the school)to complete assignments. I do not anticipate much of a problem with this since most ofour assignments will be completed during class.

Behavioral Guidelines:

Please consult the student handbook for details on school rules. I promote theconcept of mutual respect and students are able to relate this to their conduct.Additionally, I clarify my expectations by reference to the Golden Rule, which states thatwe should treat others as we would like to be treated. Students understand thesereferences and apply them to their classroom behavior, my expectations and procedures.In rare cases where disciplinary action is required, I follow the Discipline Plan outlined inthe student handbook.

Progress Reports:

In addition to scheduled school-wide progress reports, I will notify parents when agrade of D or F appears to be forthcoming, and/or when there is a marked or suddenchange in a studentÕs performance or attitude.

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Stiggins, et al,Classroom Assessmentfor StudentLearning, ATI,Portland, OR,2004, 329 49


Stiggins, et al,Classroom Assessmentfor StudentLearning, ATI,Portland, OR,2004, 330 50


Median/Mode

Mixed quality Assessment

Standards

Achievementseparate fromwork habits/ skills

Summative only

More recentemphasized

More than oneopportunity

Professionaljudgment based onevidence related toPublished performancestandards

High quality assessment

Studentunderstandingand involvement

Assessment Methods

Achievement/non-achievementfactors mixed

Everything ‘counts’

All data cumulative/similar significance

One opportunity only

Calculation onlyMean

Teachers’idiosyncraticstandardsPoor qualityassessment

Teacher centeredwith unclear targets

Continuums for Grading

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Guidelines for Standards Š basedExpanded Format Report Cards

1. Part of an overall communication system that includes formal and informal opportunities to communicate student achievement, progress and behaviors (postcards, phone calls, conferences, etc.)2. Focus on primary purpose Š communication about achievement of specific standards.

3. Separate achievement from behavior/work ethic/habits of mind.4. De-emphasize overall subject grades; emphasize achievement of specific

standards/benchmarks.5. Clearly describe the performance standards appropriate for each characteristic

(achievement of standards, progress, work habits, etc.)6. Distinguish clearly between achievement, growth, and progress.7. Understandable by students and parents:

- language readily understood;a. - format and design that enhances comprehension ( one page, two

sides, ŌcleanÕ).8. Easy for teachers to use:

a. electronic template with pop-up menusb. easy to duplicate (8.5x11 or 11x14)c. flexible enough to meet diverse needs;d. readily available, preferably cross platform software.

9. Frequent enough to provide timely information but not so frequent thatreporting overburdens teachers Š not more than 3 times per year

10. Information on lates/tardies and absences for school and each class.11. Opportunities for parents, students, and teachers to be involved:

- comments focused on strengths and areas for improvement;- student self assessment/reflection;- parental action and responses; and

- next steps for parents, teachers, and students

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Grading/R eporting Refl ectionsReflect on what you have learned and apply it to the grading and reportingpractices in your school and/or district.

Practices reinforced:

Possible revisions in grading/reporting practices:

Actions:

Any other comments: 53

© ken o’connor, 2004 how to grade for learning package 2 presented by ken o’connor assess for...

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