Handouts:
Activity_Handouts_Session_13.pdf
Article_on_Multiple_Measures_Session_13.pdf
School_rubrics_Session_13.pdf
Session 13.ppt
Not a straight line from theory to practice. Everyone has their own story/experience. Some are bottom up, some are top down. What entry point are schools using to engage in this conversation?
1. Ask the question:What evidence do we have that our students are mastering the NYS Learning Standards?
2. Administrative edic
Battling an antiquated, traditional system:
1. Tradtional--driven by task or activity, place to hold grades (container)
2. Stds based GB-driven by outcomes (stds, PI, report card descriptors)--depends on what the report card looks like
- Across top-you have outcomes, not tasks
- documents informaton about student learning to inform teaching (May need a page/child)--emphasis shifts on what activity tells teacher about student learning
- contains info that best matches assessment (scales, percentages, checkmarks, etc)
Assessments-measures of student learning (tests, observations, student work, etc)
Don't underestimate the power of the gradebook. There are core belief systems attached to this practice.
Resources:
Marzano (Classroom assessment and grading that work)
Guskey-Developing Stds based Report Cards
Not just about the grade book--
- Report cards,
- Progress reports
- IEPs
- Portfolios
It's Big
One Entry Point- Start w/report card
- Use the curriculum map---unit of studies---multiple measures chart (links outcomes w/assessments)--all need to be aligned
- Gradebook facilitates the alignment
It's Messy
- Difference between product and performance
- Difference between a good student and a smart student
Final Solution: Broke down work into what was important
- Achievement--how do we measure - through classroom assessments and benchmark assessments (What you learn)
- Effot -decided not to grade homework--needs to be documented (use rubrics...see examples) (What you do)
- Community--needs to be documented (How you're part of the school community)
After deciding this--got back to gradebook--it's about the learning (not everything else--effort, community)
This led to the Power Standards--identified each PS for each 10 weeks (primary school)--"what should every kdg be able to do at each 10 week" This is the information that went into the gradebook. Onlyl evidence that they are responsible for documenting.
Top Down Approach:
"We're using a standards based report card"
- Started w/where they were. Had to clearly define what was meant by each of the categories (i.e. 4th ELA--literary elements, theme)
- Start w/identifying what assessment activities are currently being used in the classroom
- Multiple Measures Chart---creates the translation between the different types of grades
- HS teachers-it can be used for to derive a grade (see Angela's article on Multiple Measures Chart)
- Practical application--Excel, 1/student. Start small-one subject
- Benefits
- Easier to differentiate, provide feedback, communicate, prove that learning has occurred
Q & A
- High school implications-no real answers to questions regarding the logistics of managing the grades or the translation into a number that colleges would understand