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StandardsBased Grading

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Title: StandardsBased Grading


1
Standards-Based Grading Reporting
Transforming Our Teaching And Learning Module 4
2
Desired Outcomes
  • Participants will critically examine their own
    grading practices, understand the complexity of
    grading, dialogue and make decisions at the
    school level about grading in a standards-based
    system.
  • Participants will have guidelines for determining
    grades that are meaningful, consistent and that
    support learning.
  • Participants will have models for collecting,
    documenting, recording, and reporting evidence.
  • Participants will know how to involve students in
    the process.

3
Key Concepts
  • Grading is complex and needs to be critically
    examined and aligned with standards-based
    instruction and assessment.
  • The practices for determining standards-based
    grades are different from those in a traditional
    grading system.
  • Guidelines for grading should be established to
    create meaningful, consistent, fair, and accurate
    grades for students.
  • Involvement of students enhances learning,
    motivates students, and keeps them apprised of
    their own growth and progress.

4
What are some underlying perspectives on grading?
  • Grading
  • Is not essential for learning
  • Is complicated
  • Is subjective and emotional
  • Is inescapable
  • Has a limited research base
  • Has no single best practice
  • If faulty, can damage students--and teachers

5
Why must we change the way we grade students?
  • The growing emphasis on standards and performance
    assessments makes current reporting practices
    inadequate.
  • Parents and community members are demanding more
    and better information about student progress in
    learning.
  • Advances in technology allow more efficient
    reporting of detailed information on student
    learning.
  • Grading and reporting are recognized as one of
    educators most important responsibilities.
  • There is growing awareness of the gap between our
    knowledge base and common practice in grading and
    reporting.

6
What are the qualities that determine good
evidence in grading and reporting?
  • Validity the appropriateness adequacy of
    interpretations
  • Reliability the consistency of assessment
    results
  • Quantity multiple sources for instructional and
    grading purposes

7
1. Basis for Grading
  • Relate grading procedures to Hawaii Content and
    Performance Standards II and the General Learner
    Outcomes

8
2. Reference Points
  • Use the Grade Level Performance Indicators and
    grading scale to determine grades

9
3. Sources of Information
  • Not everything needs to be included in grades

10
Why must we change the way we grade
  • There is a need for a consistent way of grading
    for all students, including those who require
    modifications or accommodations to be successful.

11
What is our purpose for grading?
  • Communicate about student achievement
  • Reflect current level of achievement
  • Provide information that students can use for
    self-evaluation

12
Summarizing Information and Determining the Final
Grade
  • Make final grades criterion referenced
  • Make modifications for special needs students
    with care
  • Convert, weight, and combine information with
    care
  • Use rubric scores for evidence of reliable and
    valid assessment

13
Sample Conversion Rule
14
Collect evidence about student achievement based
on your assessment plan (curriculum map)
  • Distinguish between formative and summative
    assessments
  • Allow multiple opportunities for students to
    demonstrate attainment of learning targets

15
Steps in Report Card Grading
  • Start with the learning targets. Create a plan
    for what learning you will assess for grading
    purposes during the quarter.
  • Make an assessment plan to lay out how you will
    regularly find out what your students are
    learning.
  • Create, choose, and/or modify assessments.

16
Steps in Report Card Grading
  • 4. Record information from assessments as you
    give them.
  • 5. Summarize the achievement information into one
    score.
  • 6. Turn the score into a grade.

17
Activity
Assessment OF Learning or Assessment FOR
Learning?
Part 1
Think of every type of assessment used in your
classroom or at your school. Write them on
post-its (one per post-it) and set them aside.
18
Negative Experiences
  • Effects
  • Stopped trying
  • Never talked in class again
  • Changed majors
  • Never took another class in this subject
  • Embarrassment
  • Anger
  • Redoubled efforts
  • Causes
  • Not clear what was to be tested
  • Feedback method embarrassing
  • Feedback too late to do any good
  • Incomprehensible feedback/no feedback
  • Results didnt reflect knowledge
  • Trick questions
  • No chance to improve/one shot do or die
  • Personal attack
  • Time limits

19
Positive Experiences
  • Causes
  • Clear what was to be tested
  • Criteria for success were clear
  • Feedback could be used to improve performance
  • Personalized feedback
  • Practice similar to assessment even if not graded
  • Step by step learning aligned with assessment
  • Questions were understandable
  • Chance to improve
  • Effects
  • Felt successful
  • Wanted to take more classes on this subject
  • Felt encouraged to keep trying
  • Knew what it took to succeed
  • Motivated to learn
  • Redoubled efforts

20
Assessment
FOR Learning
Of Learning
  • Document individual achievement or mastery of
    standards
  • Measure achievement status at a point in time for
    purposes of reporting
  • Show accountability
  • Certify student competence
  • Promote increases in achievement to help students
    meet more standards
  • Support ongoing student growth
  • Provide insights to improve achievement
  • Show process and progress during learning

21
(No Transcript)
22
Kinds of Achievement Targets
  • Master factual and procedural knowledge
  • Understands long-term physiological benefits of
    regular participation in physical activity
  • Explains the important characteristics of U.S.
    citizenship
  • Knows that energy can be transformed between
    various forms

23
Kinds of Achievement Targets
  • Use knowledge to reason and solve problems
  • Uses statistical methods to describe, analyze,
    evaluate, and make decisions
  • Analyzes fitness assessments to set personal
    fitness goals, strategizes ways to reach goals,
    evaluates activities
  • Examines data/results and proposes meaningful
    interpretation

24
Kinds of Achievement Targets
  • Demonstrate mastery of specific skills
  • Measures length in metric and US units
  • Reads aloud with fluency and expression
  • Dribbles to keep the ball away from an opponent
  • Participates in civic discussion with the aim of
    solving current problems
  • Uses simple equipment and tools to gather data

25
Kinds of Achievement Targets
  • Create quality products
  • Constructs bar graphs
  • Develops a personal health-related fitness plan
  • Builds physical models of familiar objects
  • Creates a scripted scene based on improvised work

26
Policy on Reporting Student Progress (4510)
  • The involvement of the student in the evaluation
    process should be considered essential
  • The progress report shall be diagnostic and
    constructive
  • Secondary students are encouraged to conduct
    regular parent-teacher-student conferences.

27
  • What are the implications of involving students
    in assessment?

28
Key 5 Student Involvement
Converting Learning Targets to student-Friendly
LanguageThe Process
  • Identify an important learning goal, or one
    students have difficulty learning.
  • Identify word(s) needing clarification.
  • Define the word(s). We use a dictionary as a
    starting point.
  • Rewrite the definition as an I can (or an I am
    learning to) statement, in terms that your
    students will understand.
  • Try it out on students or a colleague and refine
    as needed.
  • Have students try this process for subsequent
    learning goals.

29
Standards-based Learning Goals
  • Summarize text, e.g. Summarize important
    information in texts to demonstrate comprehension
    (4)
  • Make predictions, e.g. Predict or
    hypothesizefrom information in the text, (6)

30
Summarize text
  • Words to be defined SUMMARIZE
  • SUMMARIZE to give a brief statement of the main
    points, main events, or important ideas
  • Student-friendly language
  • I can summarize text.
  • This means I can make a short statement of the
    main points or the big ideas of what I read.

31
Activity
Complete Dot-to-Dot Activity Reflect How does
this activity relate to curriculum mapping?
32

As a sophomore in high school, how would you feel
if you were provided with the same reading
material on the American Civil War for the fourth
time in four years?
33

As a sophomore in high school, how would you feel
if you were given a Geometry assignment to find
the area of different common quadrilaterals while
you still had difficulty identifying
quadrilaterals ?
34

As a sophomore in high school, how would you feel
if you were given a Biology assignment and you
could readily apply what you had learned in your
earlier science classes?
35
Disconnect Activity Part 1
What other educational disconnects, if any, do
you see in your classroom, school, state, nation?
List them in the first column of the t-chart.
36
Disconnects Curriculum Mapping T-Chart
  • Educational Disconnects

Curriculum Mapping
37
Common Disconnects
  • Official curriculum isnt necessarily the
    operational curriculum- whats actually happening
    in classrooms.

Teaching the textbook scope and sequence isnt
necessarily helping our students meet or exceed
the Hawaii Content Standards.
What was taught isnt necessarily what was
learned. Why didnt they get that one right? I
taught it!
A 2nd grader in one school may be learning what a
4th grader learns at the same school or at
another school.
There is no way to cover all the content in
Social Studies, Science, Math and Reading and
still do justice to the Visual and Performing
Arts.
38
An analogy.
  • Would you accept a medical treatment plan rather
    than documentation of actual treatment for your
    child?
  • Would you take your child to a doctor who had no
    idea about your childs medical history and who
    treated your child in isolation from other
    doctors?

39
Likewise as a teacher.
  • Would you accept a scope and sequence plan rather
    than take into account the unique needs of your
    student population?
  • Would you teach your students without any
    knowledge of what they learned previously and
    without communicating with other teachers?

40
What is a curriculum map? What is not?
41
A Curriculum Map IS
  • Calendar based
  • A record of the content, skills and assessment
  • Teacher created and collaboratively refined
  • A resource to provide a framework for examination
    of authentic classroom curriculum and actual
    teaching
  • Data about instruction that can be analyzed
  • A tool that replaces intuitive or subjective
    curriculum decision making
  • Focused on student performance outcomes

42
Curriculum Maps are Calendar-Based
The calendar is the one thing we all have in
common- a starting point.
43
Curriculum Mapping IS a PROCESS which
  • Facilitates professional communication and
    effective planning
  • Identifies possible areas for curriculum
    integration
  • Provides a framework to evaluate student work
    with varied and relevant assessments
  • Offers a systems approach to curriculum planning
  • Brings standard alignments to the conscious,
    concrete level
  • Links to standards and is time-bound
  • Identifies gaps and repetitions in the curriculum
  • Systematically organizes features (units,
    essential questions, content, skills and
    assessments) in a consistent and organized way

44
Curriculum MappingProcess or Product?
  • Curriculum mapping is a process that results in
    tangible products along the way
  • The products are tools for the next steps
  • There are NO final products maps will always be
    under revision
  • Not mapping, mapping, mapping.but ongoing
    mapping for inquiry and upping the ante for
    students

45
Maps primary purpose Communication
  • The actual journey
  • Diary maps document actual teaching
  • The sites and stops along the way
  • Documents best practices
  • Documents actual practices
  • A travel journal
  • Provides a way to share experiences

46
is a Journey
Curriculum mapping .
47
Activity
  • Use packet of samples
  • Identify which documents are maps and which are
    not,
  • based on the features of curriculum maps.
  • Write down your reasons why some are maps and
    some are not.

Is it a map or not?
48
Curriculum Mapping Criteria for Review
  • Calendar based
  • Records content, skills and assessment
  • Can be organized using themes, essential
    questions or other categories
  • Teacher created, collaboratively refined
  • A procedure for collecting data about actual
    teaching
  • Provides a basis for authentic examination of the
    classroom curriculum

49
Curriculum Mapping Provides
  • a format for planning
  • Documenting the content, skills, and assessments
    that get students to the standards
  • a consistent way of communicating
  • A way to see gaps, redundancies, and mismatches
    when compared to standards, other teachers, other
    schools, other states.
  • a foundation for new journeys
  • Supports standards based instruction and a format
    for using Standards Toolkit documents

50
Features The Content
  • The subject matter, knowledge, facts, key
    concepts
  • Based on HCPS
  • What do I need to know?
  • Found in Scope and Sequence Toolkit Document
  • Content
  • WHAT students learn
  • (noun)

51
Features The Skills
  • Measurable
  • Based on HCPS
  • What do I need to know how TO DO?
  • Found in Grade Level Performance Indicator
    Toolkit
  • Use precise language--have a list of action words
    to use.
  • Skills
  • The TO DO of the curriculum
  • (Verb)

52
Features The Assessment
  • Assessment
  • The EVIDENCE of student learning
  • (verb)
  • Demonstration of learning
  • Triangulation of evidence
  • Measurable
  • Based on HCPS
  • How can I SHOW what I know and can do?
  • This is the evidence for standard-based grading
    and reporting

Suggested Assessment Tasks found in the
Instructional Guides of the Toolkit
53
Features The Essential Question
  • Essential questions are based on universal
    concepts
  • Bring relevance to the learner
  • How will it affect me?
  • Essential Questions (EQs)
  • The HEART of the curriculum

54
What are Essential Questions?
  • Essential Questions are provocative and make
    students think about lessons within a greater
    context.
  • Essential Questions are organizers that serve as
    the heart of a curriculum.
  • Essential Questions distill the content into what
    is critical to examine, explore, and learn.

55
Universal Themes (samples) Causali
ty (cause and effect) Change Conflict Connections
Continuity Cooperation Culture Diversity Energy En
vironment Evolution Exploration Heritage Interacti
on Interdependence Justice
Limitation Order Patterns Power Quest Relationship
s Scarcity Stability Structure Style Survival Syst
ems Traditions Truth/Reality Unity Values
56
EXAMPLES OF ESSENTIAL QUESTIONS
  • How do we interpret theme and symbolism in a
    traditional folktale?
  • How does my community affect my life?
  • How has change affected our town over the past
    100 years?
  • How did the discovery of agriculture affect the
    structure and culture of early society?
  • How has agricultire impacted our society today?
  • What is the relationship between shapes and
    measurement?
  • When do we use fractions in everyday life?
  • How do the main organs of the digestive system
    function as a system?

57
Grade 6 Social Studies China Unit Sample Map
November
December
58
Grade 6 Social Studies China Unit Sample Map
November
December
59
Essential Questions
Over-arching questions that focus on either big
ideas and concepts or major themes with regard to
curriculum content.
  • Are the cement that holds the unit together.
  • Direct student thinking.
  • Represent big ideas.
  • Are not simple one or two word answers.
  • There should not be more than two or three per
    unit.

60
Activity
Mapping Practice 1. Review and select relevant
standards from the instructional guide for your
grade level. 2. Using the map template, come up
with an essential question. 3. Determine what
assessments will produce evidence for that
standard(s). 4. What content skills need to be
learned for students to meet the standard(s)?
61
A Quick Review
are the targeted proficiencies, technical actions
and strategies. (verbs)
SKILLS
is the demonstration of learning the products
and performances used as evidence of skill
development and content understanding. (nouns)
ASSESSMENT
is the subject matter, key concepts, facts,
topics, important information. (nouns)
CONTENT
62
Mapping provides the framework for a New Journey
  • Record of each travelers experiences
  • Documents what each student is taught
  • Chart a journey from beginning to end
  • Used to create a K-12 map
  • A way to make decisions about subsequent journeys
  • Curricular decisions can be made based on data of
    the real curriculum

63
Key 5 Student Involvement4-Step Process for
Setting Criteria with Students
  • Step 1 Brainstorm
  • Step 2 Sort Categorize
  • Step 3 Create a T-chart
  • Step 4 Add, Revise, Refine

64
Step 1 Brainstorm
  • Pose a question
  • Record all ideas on the chart paper
  • Add in your own ideas to make sure that all the
    important features are included and your goals
    are met

65
Step 2 Sort Categorize
  • Have students look at the list and see if any
    ideas fit together. Ask Do you see any similar
    items?
  • Circle or mark the similar items using colored
    pens.
  • Decide on headings using big ideas.

66
Step 3 Create a T-Chart

Criteria
Details
  • Draw a T-Chart
  • Transfer the items from Step 2.
  • Put the big ideas or criteria on the left.
  • Put the details or specifics on the right.

67
Step 4 Add, Revise, Refine
  • Have students review the T-Chart.
  • Ask students, Are there any new items or
    criteria that we need to add?
  • Make changes as necessary.

68
What is a Rubric?
  • An assessment that evaluates student performance
  • Uses specific criteria for assessment
  • Defines levels of performance for each
    criterion

69
Why Use Rubrics
  • Assessment is more objective and consistent.
  • The target is clearer shows what is expected
    and how work will be evaluated.
  • It gives feedback on the effectiveness of the
    instruction.
  • It provides benchmarks against which to measure
    and document progress.

70
What Student Involvement with Rubrics Doesnt
Look Like
  • Handing the rubric to students with little
    explanation.
  • No practice with the rubric before the grading
    use.
  • Asking students to self- or peer-assess using the
    rubric without teaching them how.
  • Using any old rubric without making sure it
    adheres to standards of quality.

71
  • Individually read and score three student work
    samples (Practice Papers 01, 02, and 03) using
    the Sample Student Rubric (Handout 6).
  • 2. Share the scores in your group.
  • 3. Discuss the criteria on the rubric to develop
    common understandings. What do you notice?

72
REVISE- Using the Scoring Criteria on the Item
and Scoring Criteria sheet, revise the rubric to
include criteria measuring Core Concepts as well
as the criteria for Accessing Information.
READ and SCORE- Then each member of the group
will read and score 2-3 of the remaining samples
(Practice Papers 04-08) using the revised
rubric.
DISCUSS and REFINE - Discuss the following
questions in your group If we were going to use
this rubric again, would we want to add new
criteria? Clarify existing criteria? Delete
insignificant criteria?
73
Strategies for Using Rubrics as Instructional
Tools
  • Understandable vision of the learning target
  • Use Models
  • Descriptive Feedback
  • Student Self-Assessment
  • Focused on One Aspect
  • Focused Revision
  • Student Self-Reflection and Communication About
    Learning

74
Debrief
  • When is it appropriate to use rubrics?
  • How can I use Target-Method-Match to guide my
    classroom assessment?
  • What are some strategies for involving students
    in assessment?

75
Professional Learning Conversations
  • A forum in which teachers can be inquirers and
    ask questions that matter to them, over a period
    of time, and in a collaborative and supportive
    environment

76
Types of Professional Learning Conversations
  • School-based
  • Job-alike
  • Topic-centered
  • Teacher-research
  • Issues/Discussions
  • Readers/Writers
  • Professional book discussion

77
Types of Activities
  • Reading and discussing research
  • Learning about teaching and learning approaches
  • Discussing knowledge learned at workshops
  • Implementing new practices in classrooms
  • Analyzing student work

78
Five Standards of Assessment Quality
Standard 2 Clear and Appropriate Users and Uses
Standard 1 Clear Targets
Standard 3 Appropriate Assessment Methods
Standard 4 Sampling
Standard 5 Potential Sources of Bias and
Distortion
79
Analysis of Maps in Light of Student Assessment
Data
  • Question Were the assessment items covered in
    the curriculum?
  • Question When were they covered?
  • Question How frequently?
  • Question What kind of lessons prepared students
    to answer these items?
  • Question What attending essential questions,
    contents, and skills were used in conjunction
    with these items?

80
Rubric for Curriculum Map Entries
81
Rubric for Implementation of Mapping
82
What do we do now?
  • Rick Dufour says(as a group of teachers)
  • Determine 8-10 concepts your students should
    understand each semester per subject
  • Create assessments to know if students understand
    these concepts
  • Create interventions and enrichment for students
    who dont and do understand.

83
Curriculum Mapping Criteria for Review
  • Calendar based
  • Records content, skills and assessment
  • Can be organized using themes, essential
    questions or other categories
  • Teacher created, collaboratively refined
  • A procedure for collecting data about actual
    teaching
  • Provides a basis for authentic examination of the
    classroom curriculum

84
Curriculum Mapping Provides
  • a format for planning
  • Documenting the content, skills, and assessments
    that get students to the standards
  • a consistent way of communicating
  • A way to see gaps, redundancies, and mismatches
    when compared to standards, other teachers, other
    schools, other states.
  • a foundation for new journeys
  • Supports standards based instruction and a format
    for using Standards Toolkit documents

85
What types of maps are there and when would each
be used?
86
Different Maps for Different Focus
  • Mapping Language
  • Diary Maps
  • Done Monthly
  • A personalized map written at the end of the
    month by the individual person (No Team Diary
    Mapping!) that contains what REALLY took place
  • Projected Maps
  • What you intend to teach.. subject use the
    consensus map as a personal road map for
    delivery plan / instruction
  • Consensus, Essential or Core Maps
  • An Entire School Year Of Months
  • A map that is created via a team of educators
    that serves as the Master wherein all who teach
    / administer the course. What is taught in
    common.

The purpose defines the type of Map needed
87
When the Types of Curriculum Maps are Used
  • Projected/Pacing Used for planning
  • Diary Used for documenting the actual curriculum
    taught
  • Consensus Used for grade level or school to
    define core of the standard-instruction.
    Essential Used for a particular grade level
    created over time.

88
The 1st Phase of Curriculum Mapping
89
The 3rd Phase of Curriculum Mapping
90
Read Through Discussion Questions Include
  • How does our sequence match with the standards
    and the state tests?
  • Does our content build sequentially in terms of
    complexity and understanding for students?
  • Do our skills spiral appropriately in relation to
    the content?
  • Is there any content or skills that we should be
    teaching differently?

91
Debriefing
  • What new learnings did group members encounter?
  • What concerns do group members have?
  • What questions do group members have?
  • What agreements were reached regarding entry
    format and abbreviations?
  • What revisions have you decided to present to the
    other groups for consideration in regards to the
    curriculum?

92
CURRICULUM MAPPING Vertical Team
Read-Through Review Protocol
  • Complete items noted on the Vertical Team
    Read-Through Response Sheets.
  • Convene to the table or location your team is
    assigned.
  • Appoint a facilitator.
  • Appoint a recorder.

93
CURRICULUM MAPPING Vertical Team
Read-Through Review Protocol
  • Option One based on Available Time
  • Each teacher distributes copies of their map
    report.
  • Teachers individually read the maps. Look for
  • Maps were written in such a way that you are
    clear about what the students experienced
  • Ah hahs - What was something you learned?
  • Possible gaps
  • Possible repetitions
  • Questions related to items on the curriculum maps
    that may need to be addressed

94
CURRICULUM MAPPING Vertical Team
Read-Through Review Protocol
  • Appoint a time keeper.
  • Using a round robin format, the facilitator will
    ask each member of the group to take one minute
    and highlight aspects of his/her map.
  • Facilitator will ask the group to focus
    individually on each person's map in order and
    note feedback on each of the following areas
  • ah hahs - What was something you learned?
  • possible gaps
  • possible repetitions
  • questions related to items on the curriculum maps
    that may need to be addressed

95
CURRICULUM MAPPING Horizontal Team
Read-Through Review Protocol
  • Complete the items noted on the Horizontal Team
    Read-Through Response Sheets.
  • Convene to the table or location your team is
    assigned.
  • Appoint a facilitator .
  • Appoint a recorder.

96
CURRICULUM MAPPING Horizontal Team
Read-Through Review Protocol
  • Option One based On Available Time
  • Each teacher distributes copies of their map
    report to each member of their vertical team.
  • Teachers individually read the maps of their team
    members.
  • Address the following questions
  • What is essential for students to address in
    content and skills?
  • Are there agreed upon assessments?
  • What do we address that may be unnecessary or
    developmentally not appropriate?
  • Establish formats for map entries.

97
CURRICULUM MAPPING Horizontal Team
Read-Through Review Protocol
  • Using a round robin format, the facilitator will
    ask each member of the group to highlight aspects
    of his/her map.
  • Next, the facilitator will ask the group to focus
    on each of the focus questions
  • Culmination of the discussion should be recorded
    and provided to the leadership in terms of
  • Agreed upon essential content and skills
  • Agreed upon assessments
  • Any places of question or disagreement
  • Any observations for consideration

98
CURRICULUM MAPPING Horizontal Team
Read-Through Horizontal Team Read-Through
Response Sheet
  • Agreed upon essential content and skills
  • Any places or question or disagreement
  • Any observations for consideration
  • Questions related to items on the maps that may
    need to be addressed.

99
  • Ways of Rating the 6 GLOs
  • Rate them
  • separately or embedded in subject area
    standards.
  • with multiple opportunities and over time.
  • varied assessment measures such as
  • guiding assumptions
  • learning through Feedback Spirals
  • measuring dispositions
  • rubrics
  • portfolios
  • performances
  • anecdotal records
  • interviews
  • journals and logs

100
Tools that Might Be Included in a Multifaceted
Reporting System
  • Report Cards
  • Notes Attached to Report Cards
  • Standardized Assessment Reports
  • Phone Calls to Parents
  • Weekly/Monthly Progress
  • School Open-Houses
  • Newsletters to Parents
  • Personal Letters to Parents
  • Evaluated Projects or Assignments
  • Portfolios or Exhibits of Students Work
  • Homework Assignments
  • Homework Hotlines
  • School Web Pages
  • Parent-Teacher Conferences
  • Student-Teacher Conferences
  • Student-Led Conferences

101
Why?
  • To communicate the achievement status of students
    to parents and others.
  • To provide information that students can use for
    self-evaluation.
  • Other purposes
  • To select, identify, or group students for
    certain educational paths or programs.
  • To provide incentives for students to learn.
  • To evaluate the effectiveness of instructional
    programs.

102
Board of Education Policy
Title Reporting Student Progress Series 4500
SERIES-STUDENT PERFORMANCE AND ACHIEVEMENT Statute
4510 ----------------------------------------
--------------------------------------------------
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The involvement of the student in the
evaluative process shall be considered essential,
since it is the student's learning and personal
growth that are being assessed. Involvement shall
be determined by the student's maturity level.
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First set high standards that determine what
students need to know and be able to do.
Second, do whatever it takes for as long as it
takes to teach all students these standards.
Third, measure student achievement of these
standards by having them perform what they have
learned and then comparing that performance to
the standards.
-Ruth Mitchell
104
Question A
  • What would teachers need to do
  • to get all students to this vision
  • in achieving standards?

105
Question B
  • If our goal is to have all students meet
    standards or reach the vision of the high school
    graduate, what must teachers do?
  • How should teachers plan?

106
Changing Stumbling Blocks into Stepping Stones
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How can stumbling blocks become stepping stones?
  • We tried that before
  • Thats not my job
  • Were all too busy to do that
  • Its too radical a change
  • We dont have the time
  • Why change, its still working okay
  • Has anyone else even tried it
  • I dont see the connection

108
Key Concepts
  • There is a process for implementing standards.
  • There are sub-processes within each step of the
    process.
  • The process is not linear, but cyclical.
  • Key to using the process is a solid understanding
    of standards and the system of standards.

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Teacher collaboration throughout the process.
Student involvement throughout the process.
Standards Based Implementation Model
Identify relevant content standards
Determine acceptable evidence and criteria
Determine learning experiences that will enable
students to learn what they need to know and to do
Teach and collect evidence of student learning
Assess student work to inform instruction or use
data to provide feedback
Evaluate student work and make judgment on
learning results and communicate findings
Reteach, or repeat the process with the next set
of relevant standards
Adapted from WestEds Learning from Assessment
110
Assessment
Rationale
Instructional-influenced Assessment
Instruction
Assessment
Curriculum
Classroom Assessment What Teachers Need to Know.
W. James Popham (2002).
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Assessment
Rationale
Assessment-Influenced Instruction
Instruction
Assessment
Curriculum
Classroom Assessment What Teachers Need to Know.
W. James Popham (2002).
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planningdoingassessingevaluatingreflectingrep
orting
HCPS III
113
Assessment FOR Learning Journey
Key 2 Targets
Key 3 Sound Design
Key 4 Communication
Rubrics
Key 5 Student Involvement
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Student Involvement Throughout the Process
  • What does a Standards-based classroom look like
    from a students point of view?
  • How can students become participants at each step
    along the way

115
SB Grading and Reporting Secondary Update
  • Underlying Philosophy
  • All Students Can Learn
  • Learning Rates Vary
  • Learning Styles Vary
  • View success and failure not as reward and
    punishment, but as information
  • - Jerome Bruner

116
SB Grading and Reporting Secondary Update
  • Constraints
  • Credit-based System (but not based on seat time)
  • Current structure of secondary schools
  • Understanding of parents and public

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What?
  • Rating of the 6 General Learner Outcomes
    (Process)
  • Grading the Hawaii Content and Performance
    Standards in 10 Content Areas (Product)
  • (Progress can be addressed in narrative)
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