proficiency-based grading presentation available at:

Proficiency-Based GradingProficiency-Based Grading

Presentation Available at:Presentation Available at:

www.progradebook.com/pbg.pptwww.progradebook.com/pbg.ppt

Proficiency-Based GradingProficiency-Based Grading

Adam WilliamsAdam Williams

[email protected]@progradebook.com

IntroductionsIntroductions

Proficiency-Based Grading BackgroundProficiency-Based Grading BackgroundInspirationImplementation

Why I'm ExcitedWhy I'm ExcitedIndicates that a student earned a high enough percentage for a certain amount of time in class.

About meAbout me8 years teaching Math from 7th grade up to Calculus. 4 years teaching Physics and Chemistry.

ECHS OAKS Math ResultsECHS OAKS Math Results

2010-2011* 2010-2011* Percent of students passing or exceeding: 95%

2009-2010 2009-2010 Percent of students passing or exceeding: 60%

TPP OAKS Math ResultsTPP OAKS Math Results

2010-2011* 2010-2011* Percent of students passing or exceeding: 33%

2009-2010 2009-2010 Percent of students passing or exceeding: 0%

Traditional Grading SchemesTraditional Grading Schemes

Letter Grades:Letter Grades:Indicate what percent of available points a student earned in a particular class.

CreditCreditIndicates that a student earned a high enough percentage for a certain amount of time in class.

Fundamentals:Fundamentals:Students earn points in a variety of areas: homework, tests, quizzes, etc...

Traditional Grading SchemesTraditional Grading SchemesThe problem with averages:The problem with averages:

Difficulty overcoming a low score:

Score 1: 0 pts Average: 0Score 2: 100 pts Average: 50Score 3: 100 pts Average: 66.7Score 4: 100 pts Average: 75Score 5: 100 pts Average: 80Score 6: 100 pts Average: 83.3Score 7: 100 pts Average: 85.7Score 8: 100 pts Average: 87.5Score 9: 100 pts Average: 88.9

Traditional Grading SchemesTraditional Grading SchemesOther problems with traditional grading Other problems with traditional grading

schemes:schemes:

Student grades don't (always) reflect ability

Homework and projects can artificially affect grades

On percent-based grading scales, more than half of the scale is taken up by 'F'.

Traditional Grading SchemesTraditional Grading SchemesHow does this look?How does this look?

Proficiency-based Grading: Proficiency-based Grading: IntroductionIntroduction

An alternative to traditional grading An alternative to traditional grading schemesschemes

Grading scales defined by ability

Grades reflect what students can do

Departure from “points”

Grades provide more information than A, B, C...


DEFINITIONS:DEFINITIONS:Proficient: well advanced in a branch of knowledge.

giving students grades based on their ability to demonstrate sufficient advancement in a particular topic. The intent is that student grades are tied more closely to what the student knows; achievement more closely matches ability.

Proficiency based gradingProficiency based grading::


What does it look like?What does it look like?

Students receive grades and feedback on a skill by skill (or standard by standard) basis.

Progress is promoted through clear Progress is promoted through clear expectations and multiple opportunities.expectations and multiple opportunities.

Students endeavor to demonstrate proficiency in a specific set of skills/standards.


• Example Report Card:Example Report Card:

Stretch Break OneStretch Break One

• Assignment: Assignment:

• Introduce yourself...Introduce yourself...

• Identify two people you can talk Identify two people you can talk • 'business' with (same content/level)'business' with (same content/level)


Historically:Historically:

Time-Based: Time-Spent = Credit Carnegie Units

Proficiency-Based: What Student Knows = Credit


Models:Models: Out of Class:

Students learn topics that might not otherwise be taught in school.

Prior Knowledge:Students come with prior knowledge, demonstrate proficiency and get credit.

In Class:

GRADING CONSIDERATIONSGRADING CONSIDERATIONSThe power law of learningThe power law of learning

The “Learning Curve”The “Learning Curve”

Table Climbing ExamplesTable Climbing Examples

Learners make the most improvement after the Learners make the most improvement after the first attempt.first attempt.

Continued practice yields better results, but Continued practice yields better results, but diminishing returns.diminishing returns.

GRADING CONSIDERATIONSGRADING CONSIDERATIONSThe power law of learningThe power law of learning

The “Learning Curve”

• Imagine Sally learns according to the Imagine Sally learns according to the typical learning curve and has typical learning curve and has completed three assessments.completed three assessments.

GRADING CONSIDERATIONSGRADING CONSIDERATIONS

Strict Average and the Progressing Student:Strict Average and the Progressing Student:

GRADING CONSIDERATIONSGRADING CONSIDERATIONSIf Sally scored nothing but If Sally scored nothing but

70's into the future, how 70's into the future, how long until her average long until her average reaches the 60 level?reaches the 60 level?

Strict average doesn't truly reflect student Strict average doesn't truly reflect student progress because it weights every attempt progress because it weights every attempt equally.equally.

If a student scores a 0, it takes six 70's to move If a student scores a 0, it takes six 70's to move the average up to 60.the average up to 60.

GRADING CONSIDERATIONSGRADING CONSIDERATIONSPower law regression is a better summary Power law regression is a better summary

of student progress (Marzano, 2006)of student progress (Marzano, 2006)

Includes time as a variable.Includes time as a variable.

Earliest attempts are given Earliest attempts are given less weight than more recent less weight than more recent attempts.attempts.

If a student scores a 0, it only takes one 60 to If a student scores a 0, it only takes one 60 to move the summary up...to 60.move the summary up...to 60.

GRADING CONSIDERATIONSGRADING CONSIDERATIONSWhat if students don't fit “the curve” What if students don't fit “the curve”

perfectly?perfectly?

Power-law regression finds the closest fitting curve to summarize student proficiency.

Examples....

““CALCULATING” PROFICIENCYCALCULATING” PROFICIENCY

Per standard: Strict Average, Power Law...Per standard: Strict Average, Power Law...

Taking student's most recent score isn't always best.

Sometimes Power Law is better, sometimes average.

Multiple OpportunitiesMultiple Opportunities


Final/Class grade calculation optionsFinal/Class grade calculation options

Composite score of proficiency levels

Weighted average of summaries – more important skills can be weighted more heavily.

Weighted average translated into letter grade


Reporting Student ProgressReporting Student Progress

Progress reports should show standards with all results, and proficiency summary

Graphical Reports

PROGRESS REPORTSPROGRESS REPORTS

6 Steps to Using Proficiency-6 Steps to Using Proficiency-based Gradingbased Grading

#1 – Standards#2 – Levels of Proficiency#3 – Scoring Guides and Scales#4 – Assessments#5 – Grading System#6 – Teaching Pattern

OutlineOutline

Step #1Step #1STANDARDSSTANDARDS

Know your standards Know your standards

Identify the standards for which students will need to show proficiency for your course/level

UnpackingUnpacking

More specific learning targets for students to focus on.

““Kid Language”Kid Language”

AssignmentAssignment

• Find individuals of like content/level.Find individuals of like content/level.

• Select a standard to focus onSelect a standard to focus on

Step #1Step #1STANDARDSSTANDARDS

Unpacking StandardsUnpacking Standards

What do my students need to know, understand or be able to do, to demonstrate mastery of this goal or objective?

Standards consist of up to 4 types of learning targets:

– Knowledge, Reasoning, Skill, ProductKnowledge, Reasoning, Skill, Product

Target TypesTarget Types

Knowledge - Knowledge - The facts and concepts we want The facts and concepts we want students to know. Knowledge targets represent students to know. Knowledge targets represent the factual underpinnings in each discipline. the factual underpinnings in each discipline.

Reasoning - Reasoning - Students use what they know to Students use what they know to reason and solve problems. reason and solve problems. Reasoning targets Reasoning targets represent mental processes such as predicts, represent mental processes such as predicts, infers, classifies.infers, classifies.


Skill - Skill - Students use their knowledge and Students use their knowledge and reasoning to act skillfully. Skill targets refer to reasoning to act skillfully. Skill targets refer to those performances that must be demonstrated those performances that must be demonstrated and observed, heard or seen, to be assessed.and observed, heard or seen, to be assessed.

Product - Product - Students use their knowledge, Students use their knowledge, reasoning, and skills to create a concrete product reasoning, and skills to create a concrete product such as: such as: creates a personal wellness plan.creates a personal wellness plan.


• Verbs for each type:Verbs for each type:

Unpacking StandardsUnpacking Standards

• Identify verbs and nouns. Identify verbs and nouns.

• Write learning targets combining verbs Write learning targets combining verbs with nouns and identify type (KRSP)with nouns and identify type (KRSP)

• Rewrite in student language if Rewrite in student language if necessary.necessary.

6.1E.1 Describe and compare the properties and 6.1E.1 Describe and compare the properties and composition of the layers of Earth.composition of the layers of Earth.

Learning Targets:

Student can describe the properties and composition of the layers of the Earth (K).

Student can compare properties and composition of the layers of the Earth (R).

AssignmentAssignment

• With your like content/level peopleWith your like content/level people

• Deconstruct the standard you identified Deconstruct the standard you identified into learning targets.into learning targets.

Step #2Step #2LEVELS OF PROFICIENCYLEVELS OF PROFICIENCY

What should students be able to do in order for you to say they're proficient in each standard?

How many levels on your proficiency scale?How many levels on your proficiency scale?

Make it measurableMake it measurable

Step #2Step #2LEVELS OF PROFICIENCYLEVELS OF PROFICIENCY

• Examples of Proficiency Scales:Examples of Proficiency Scales:

“Make everything as simple as possible, but not simpler. “ - Einstein

• Keep in mind different learner levelsKeep in mind different learner levels

Step #3Step #3SCORING GUIDES and SCALESSCORING GUIDES and SCALES

Relate scales to levels of proficiencyRelate scales to levels of proficiency

What signifies: “Nearly”? “Proficient”? “Exceeds”?

Numeric ScaleNumeric Scale

Whole points / half points?


• Example Generic Scoring Scale:Example Generic Scoring Scale:

Adapted from: “Classroom Assessment and Grading That Adapted from: “Classroom Assessment and Grading That Work”, Marzano 2006. Work”, Marzano 2006.


Scoring Scale with Levels:Scoring Scale with Levels:

Scoring Guides and ScalesScoring Guides and ScalesMy Final Grade Scale:My Final Grade Scale:

0.0 – 1.75 = F1.76 – 2.25 = D2.26 – 2.75 = C2.76 – 3.25 = B3.26 – 4.00 = A

Marzano Suggests:Marzano Suggests: 0.0 – 1.50 = F1.51 – 2.00 = D2.01 – 2.50 = C2.51 – 3.00 = B3.01 – 4.00 = A

Step #4Step #4ASSESSMENTSASSESSMENTS

Scoring-scale alignmentScoring-scale alignment

Assignment Rubrics

All scores should be possible an each assessment

DifferentiationDifferentiation

Scoring-scale alignmentScoring-scale alignment

BLOOM’S TAXONOMYBLOOM’S TAXONOMY

http://www.teachervision.fen.com/tv/printables/misc07/BloomsTaxonomyVerbs.pdf

BLOOM’S TAXONOMYBLOOM’S TAXONOMY

Levels for differentiationLevels for differentiation

What level(s) are tasks assessing?What level(s) are tasks assessing?

What about the higher levels?What about the higher levels?

Which levels demonstrate proficiency?Which levels demonstrate proficiency?

Which levels are used in your standards?Which levels are used in your standards?

ASSESSMENT ISSUESASSESSMENT ISSUES

Common assessments?Common assessments?Who'll develop?Who'll develop?

SufficiencySufficiencyWhat will reflect the standards the course covers?What will reflect the standards the course covers?Volume and level Volume and level How much information/data is enough?How much information/data is enough?

Make-ups, Retakes, RetrysMake-ups, Retakes, RetrysAbsences, “bombs”, progress Absences, “bombs”, progress

Step #5Step #5GRADING SYSTEMGRADING SYSTEM

How many standards per term, credit, etcHow many standards per term, credit, etc12 – 16 Per Credit (1 year)12 – 16 Per Credit (1 year)

6 – 8 per half-credit 6 – 8 per half-credit

3 – 4 per quarter-credit3 – 4 per quarter-credit

Percentages and grade scalesPercentages and grade scalesPercentages can be ambiguous, Scales Percentages can be ambiguous, Scales carry meaningcarry meaning

ScoresScores, not points., not points.

Extra Credit.....Extra Credit.....Extra Credit.....Extra Credit.....


What about “learner skills”?What about “learner skills”?Behavior, attendance, homework, subject Behavior, attendance, homework, subject specific skills. specific skills.

Do these count toward class grade?Do these count toward class grade?HomeworkHomework

All standards = “Proficiency Based Grading”All standards = “Proficiency Based Grading”

““Proficiency Referenced Grading” Proficiency Referenced Grading”

LateworkLatework

How many standards are students How many standards are students required to be proficient in to earn credit?required to be proficient in to earn credit?


Using 0'sUsing 0's On most scales “Not Proficient” = 0

Does a missed assessment mean “Not Proficient”

Use “0” only when evidence supports it

What if a student misses an assessment

Let them make it upLearner skills portionWhat if they don't make it up?

PROGRADEBOOK.COMPROGRADEBOOK.COM

Proficiency-based, online grade book Proficiency-based, online grade book solutionsolution

StandardsStandardsPower law/AveragePower law/AverageReportsReportsCommunicationCommunicationFreeFree

PROGRADEBOOK.COMPROGRADEBOOK.COMStandards Entry and Weighting:Standards Entry and Weighting:

PROGRADEBOOK.COMPROGRADEBOOK.COM Importing State StandardsImporting State Standards

PROGRADEBOOK.COMPROGRADEBOOK.COMProgress ReportsProgress Reports

PROGRADEBOOK.COMPROGRADEBOOK.COMGraphical Progress ReportsGraphical Progress Reports

PROGRADEBOOK.COMPROGRADEBOOK.COMStudent and Parent Online AccessStudent and Parent Online Access

Step #6Step #6TEACHING PATTERNTEACHING PATTERN

Pre-assessPre-assess

Teach content at appropriate levelsTeach content at appropriate levels

Make standards available and obviousMake standards available and obvious

“Today we're continuing to work on....”

Match to your work with standards and scales

Bloom's Taxonomy

Step #6Step #6TEACHING PATTERNTEACHING PATTERN

Frequent, quality feedbackFrequent, quality feedback

Multiple OpportunitiesMultiple Opportunities

Provide ExemplarsProvide Exemplars

Allow students to demonstrate progress

Identify ErrorsRequire Students to Correct ErrorsProvide Correct ResponsesAreas of strength, areas of weakness(Marzano, Pickering, & Pollock, 2001)

OverviewOverview

• Steps 1-5: PrepareSteps 1-5: Prepare– 1. Identify key standards and skills1. Identify key standards and skills– 2. Identify levels of proficiency2. Identify levels of proficiency– 3. Develop your scoring guide/scale3. Develop your scoring guide/scale– 4. Plan for assessments4. Plan for assessments– 5. Grading System5. Grading System

Step 6: Teach your studentsStep 6: Teach your students

CONCLUSIONCONCLUSION

• Adam WilliamsAdam Williams• [email protected]@progradebook.com

• Power point presentation available at: Power point presentation available at: • http://www.progradebook.com/sifull.ppthttp://www.progradebook.com/sifull.ppt

Q&AQ&A

ReferencesReferences• Marzano, R. J. (2006). Classroom Marzano, R. J. (2006). Classroom

Assessment and Grading that Work. Assessment and Grading that Work. Alexandria, VA: Association for Supervision & Alexandria, VA: Association for Supervision & Curriculum Development.Curriculum Development.

• Marzano, R., Pickering, D., & Pollock, J. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. (2001). Classroom instruction that works. Alexandria, VA: ASCD.Alexandria, VA: ASCD.

• O'Connor, K. (2007). A repair kit for grading: O'Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: 15 fixes for broken grades. Portland, OR: Educational Testing Service.Educational Testing Service.

proficiency-based grading presentation available at:

Documents

pts average

percent of students

traditional grading

students grades

low score

student grades dont

percent of available

particular class