2016 nclc-how does standards based grading work in our chinese classrooms

How Does Standards-Based Grading Work in Our Chinese Classrooms

Michelle Cheng, Li YeAdlai E. Stevenson High School, Lincolnshire, IL

National Chinese Language Conference

April 29, 2016

How does standards-based grading work in our Chinese classrooms? Friday, April 29 2:30 pm

Questions? https://todaysmeet.com/SBGNCLC


Who we are

u Adlai E. Stevenson High School

u 34.5 miles north of Chicago Loop

u 4000 students

u 41% SBG school wide (2015-16)

u 90% SBG in WL

u Chinese 1 (2), 2x (2), 3x (2), 4x (1), AP (2)


One of our major roles as teachers is to ensure the most fair and most accurate interpretation of student performance.


Phases

u Phase I: Initial Steps

u Phase II: Assessment

u Phase III: Instruction

u Phase IV: Gradebook


How did we start?


Phase I – Initial steps

1. What is the big idea? 2. What are we reporting? 3. How well are students performing in each target? 4. What are the tools (supporting content, success criteria, etc.)?


1. What is the big idea?

What should WL students be learning?


What did we decide?

Three Standards• Presentational Communication

• Interpersonal Communication

• Interpretive Communication


Phase I – initial steps



How should we report learning?


LearningTargets

1st attempt: learning targets (2014)


8 Learning Targets3 Communicative Modes

2A, 2B, 2C 3A, 3B

1A, 1B, 1C

1st attempt: learning targets (2014)I can express meaning in speaking (presentational speaking) 1A

I can write in characters to express meaning (presentational writing)

complexity, creativity, elaboration 1Bcomprehensibility, accuracy 1C

I can create meaning through conversation (interpersonal speaking)

cohesiveness/elaboration/communication strategies 2Acomprehensibility, accuracy, fluency 2B

I can maintain daily target language use (interpersonal speaking) 2C

I can interpret an audio/visual source (listening) 3A

I can interpret a written passage (reading) 3B


WL division-wide learning targets (2015)

I can create an original spoken message (presentational speaking) 1A

I can create an original written message (presentational writing) 1B

I can engage in conversation (interpersonal speaking) 2A

I can speak the target language (interpersonal speaking) 2B

I can interpret an audio/visual source (listening) 3A

I can interpret a written passage (reading) 3B


Gradation of proficiency

4: Exceeds expectations of mastery of LT3: Meets expectations (demonstrates mastery of LT) 2: Approaching expectations (mastery of LT is in progress)1: Does not meet expectations (not yet making progress or making minimal progress toward mastery of the LT)


How well are students doing? (2014)

u 1A - I can express meaning in speaking u 4 - I can create meaning on familiar topics with minimal hesitations and a variety of details using a series of sentences.

u 3 - I can create basicmeaning on familiar topics with minimalhesitations with a variety of details using simple sentences.

u 2 - I can create basic meaning on familiar topics with some hesitations with redundant details using memorized simple sentences.

u 1 - I can create basic meaning on familiar topics with many hesitations with redundant details using memorized phrases/expressions and disconnected words.


How well are students doing? (2015)

u 1A: I can create an original spoken messageu (Presenational Speaking)

u 4 - I can independently create a spoken message using above-level communication strategies and language control.

u 3 - I can independently create a spoken message using level appropriate communication strategies and language control.

2 - I can independently create a spoken message using level and non-level appropriate communication strategies and language control.

u 1 - I can independently create a spoken message using non-level appropriate communication strategies and language control.


WL Division Rubrics



ACTFL IPA Rubrics

Where does the supporting content go?


Supporting Details


Success Criteria


PHASE II: Assessment

u assessment vs. evaluation


Formative assessments

• warm-ups, exit slips, …

• role play, 1-minute speech, 2-minute speed-dating, group story-telling, debate, …

• peer-assessment• learning checks, self-reflection• co-constructive feedback


or


PHASE III: Instruction


Chinese 2 Lesson Analysis


PHASE IV Gradebook


Matrix for Calculating Grade

Example: student’s body of work for the semester within each mode

Presentational Mode: 2, 2, 3, 3, 2, 2 => 2-3 => 2

Interpersonal Mode: 2, 3, 3, 3, 2, 3 => 3-2 => 3

Interpretive Mode: 1, 2, 2, 3, 3, 3 => 3-2 => 3


Final Letter Grade Calculation


Example: student’s body of work for the semester within each mode

Presentational Mode: 2, 2, 3, 3, 2, 2 =>2-3 => 2

Interpersonal Mode: 2, 3, 3, 3, 2, 3 =>3-2 => 3

Interpretive Mode: 1, 2, 2, 3, 3, 3 =>3-2 => 3

Five students' scores from six assessments of a learning target (www.ascd.org)


Algorithms yield summary grades different from grades derived by teachers' professional judgment(www.ascd.org)


About grading …

Trust Your Mind, Not Your MachineTeachers who trust their own minds—knowing that informed colleagues would likely make the same judgment—offer grades that communicate meaningful, reliable information to all.

Thomas R. Guskey and Lee Ann Jung, “Grading: Why You Should Trust Your Judgment“, Educational Leadership, April 2016


Things to watch for …

u Weekly grade AG (Adequate Growth) may be misleading

u Parents need to be well informed

u Re-take/re-perform policy only benefits those who are motivated students

u Reporting “behavior grade” or “social-emotional learning” is necessary, but still under discussion


What are our students saying about SBG?

• “I can re-‐study/re-‐take”• “It gives us a goal”• “Practice can make a difference”• “I like that the feedback that I receive impacts my next assessment in

a positive way”• “It’s pushing me to go above and beyond”


http://www.myebrexperience.com/

Thank You!谢谢！

Michelle Cheng：[email protected] Ye: [email protected]
