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Equitable Grading PLC

Session 8

April 17, 2024

Andrea Leech: aleech@pps.net

Kristi Miller: kristi_miller@beaverton.k12.or.us

Link to Presentation: https://tinyurl.com/EquitableGrading8

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Please be sure your Full Name is in the Participant List

First Name Last Name

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Oregon Teachers Get Paid $50/hour for Attending this Webinar

This project is funded by the Oregon Well Rounded Access Program (WRAP) Grant to PSU and EOU.
Attendance will be taken using a Google Form that you will be asked to complete during the webinar.
Oregon high school science teacher participants will be paid $50/hour to attend any online webinar or online PD session, up to a maximum of $400 per quarter.
PSU issues the stipend payments. Receiving a stipend is a two step process:

First - Register in Payment Works & receive a vendor ID. Use this video to help you..
Second - A stipend form will be emailed to you to sign via DropBox Sign.

Payment occurs by quarter:

October - December, January - March, April - June, July - September

You must be registered in Wild Apricot for the webinar you attend for payment to happen.

The registration link for this webinar is: https://pmsp.wildapricot.org/event-5348679

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Begin Recording Webinar

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Goals for Today’s Session

Review examples of pushback�
Share problems of practice around pushback/issues with multiple opportunities

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PLC Timeline

Meet once a month for 90 minutes

Oregon participants are paid $50 per hour - paid quarterly

September / October

Intro, Purpose of Grading, Foundations of Equitable Grading

November / Dec

Rubrics for feedback/communication

Jan/Feb

Motivating Students

March/April

Multiple Opportunities

May/June

Shifting the Grading Paradigm

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Debrief homework
Multiple opportunities - pushback and common problems

Agenda

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Community Norms

Respectful

Safe space
Time to think & share
Critique ideas, not people
Provide support & encouragement

Equity

All ideas are valuable
Monitor talking time
Encourage those we haven’t heard from
Value different ways of thinking, sharing, and representing ideas

Community

We learn together
Come prepared to work toward a common goal
Share our thinking
Ask questions & listen carefully
Use and build on the ideas of others

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Key Points from the Readings

Allowing Test Retakes Without Getting Gamed

Tips and tricks to make retaking tests work for you

reflective test corrections, Metacognition, notifying parents of retakes, requiring additional work / learning on a retake form

Great article to revisit when you feel overwhelmed by retakes to think of new ideas

Redos and Retakes Done Right

Motivational article to remind you why we do retakes and redos

Acknowledge we all learn at different paces
Some folks need extra practice

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Multiple Opportunities

What do we do when we get pushback about multiple opportunities?

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Common “Pushback”

This practice doesn’t set students up to be successful in college.

We cannot ask students to do something without teaching them how, including formative assessment.
Over the course of 9-12 there should be a gradual release of responsibility for multiple opportunities.
By senior year students should understand how to develop their own formative opportunities and evaluate their own progress.
This will set them up for college.

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Common “Pushback”

Students won’t try hard the first time; they want to “preview” the test.

What is on the test should never be a surprise.
Consider giving a ‘pretest’ that has similar type questions

OR build in examples throughout the unit (exit tickets, bell ringers) that are the same type of questions seen on the unit test.

Students should have many chances to sample exam-type questions.

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Common “Pushback”

This rewards ‘slacker’ behavior. Retakes should have a max high score allowed.

For another opportunity there is an ‘opportunity cost’:

time, compulsory attendance in a review session, completion of unfinished work, etc.
Completing the first opportunity with their best work should be their goal and they’ll need to have that explained to them to ensure understanding.

We shouldn’t ever cap student learning;

if they don’t ‘get it’ for a month, that’s OK.
Their academic mark should always reflect their highest level of understanding.
Capping the score is a punishment - mixing behavior with academics.

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Common “Pushback”

Not meeting deadlines has consequences in the ‘real world’

True and false.
Often high stakes settings require a mastery test before there are consequences

You can sit for the bar exam 20+ times
You have to finish residency before being a surgeons
We are giving them multiple opportunities before there are bigger consequences in college or trade school.

Also

flights are delayed every day,
car repairs aren’t completed on time,
doctor/dentist appointments are ‘running late’
Boeing’s current situation….

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Common “Pushback”

When we assess students, we assess for Concept Attainment

Automaticity	Concept Attainment
How deftly or efficiently the student responds to a task.	Taking more time to solve a problem, using resources to support their understanding
Example:
Student consistently chooses the proper graph for a given situation, plots information efficiently, uses information as a tool for their arguments or observations. Can point to errors in graphs, improper interpretations of data, and how errors impact conclusions.	Student is beginning to learn the basics of different types of graphs. They recognize types, can plot the data and format the graphs, and answer questions about the data properly as well as extrapolate inferences about future events.
Assessment example: many test items in a short time period	Assessment example: questions that focus on where a student is in the learning progression

The real world expects automaticity from experts

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Common “Pushback”

“Wait a minute,” some readers may say. In the real world, it doesn’t matter whether we account for all these universals in the evaluative criteria and give partial credit for portions done correctly; the bottom line is whether the work was completed accurately. We can’t give students the notion that they can follow only some of the proper procedures, get the answer wrong, and still be given credit for doing the problem.

These readers are right. Of course, it’s not possible to teach such a message. Remember, though, more often than not students are in the concept attainment stage. We’re not going for automaticity all the time. We don’t expect adult-level competence at every turn. Students are evolving. Unless we’re teaching twelfth graders, we can’t constantly rally around the real world or college as justifications for all we do. To students, the world beyond school is very far away. We’re preparing students to live this one week and month of their lives as competent citizens of our communities. They will still get the connection between success and getting the answer correct.”

Wormeli, Rick. Fair Isn’t Always Equal : Assessment and Grading in the Differentiated Classroom. Portland, Maine, Stenhouse Publishers, 2018, p. 157.

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How do we want to share?

Verbal report
Video from classroom
Problem of Practice Protocol

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Problem of Practice protocol in Cohorts in Breakout Rooms

Roles include: Presenter: Presents a dilemma for the group to consider Facilitator: Keeps time, and keeps the process on track Consultants: Ask questions of the presenter, and make suggestions

Presenter provides an overview of the dilemma they are facing. (2-5 Minutes).
Consultants asks clarifying questions of the presenter. These should be questions that can be answered briefly and factually (2-5 minutes).
Consultants asks probing questions of the presenter. These questions should be more in depth, and should help the presenter to think differently about their dilemma. Consultants should avoid making suggestions at this stage (3-7 Minutes).
The group discusses the dilemma. Group members analyze the dilemma, and can make suggestions to the presenter on dealing with the dilemma (7-10 Minutes).
Presenter summarizes what they heard and how their thinking has evolved through the consultancy process (2-5 Minutes)
Facilitator leads a brief conversation that allows the group to reflect on the consultancy process (2-5 Minutes).

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What was your problem of practice and what did you get from your discussion?

Group 1	Group 2	Group 3
Students not showing up for retakes that they need to do. Not wanting to invest the time in the retake assignments or give up their “free” time	Students often want to know if they can retake assessments before taking them. We try to make assessments less scary by lowering stakes and allowing for revision.
Group 4	Group 5	Group 6

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Resources

Books

(Chapter) Putting It All Together: How Do Differentiating Teachers Assess and Grade Differently? by Rick Wormeli

Semester Mapping Template

Session 7 Slides

Session 7 Recording

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Next Time…

May 15, 2024 (Wednesday) from 4:30-6:00 pm.

Problems of practice around implementation

Same zoom link
Homework:

Think about what you want to accomplish next year

Please complete this exit ticket before leaving today.

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End Recording Webinar

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Upcoming Webinars

PMSP has 3 different types of professional learning experiences for you to choose from:

Webinars: Webinars are virtual unit overviews
Workshops: Workshops provide a more in-depth experience with key activities.
PLC’s: The virtual PLCS are composed of smaller cohorts groups. Instructors will provide support and guidance to help participants improve their instructional practice. Participants will share their experiences with other members of the PLC in guided reflections.

�Upcoming Opportunities from the Winter/Spring Newsletter:

Save the Date for Our �In-Person Summer Workshops

Physics Workshop, Location TBD

Units 1-3: July 29 - Aug 2, 2024
Units 4-6: Aug 12-15, 2024

Chemistry Workshop, Location TBD

Units 1-3: July 29 - August 2, 2024
Units 4-6: August 5-9, 2024

Biology Workshop at Century High School

Units 1-3: July 29 - Aug 2, 2024
Units 4-6: August 5-9, 2024

Webinar - Unit 7 Workshop, part 2: Space and the Universe (Register) Date: April 24, 4-6 pm	Webinar: Unit 7: Thermochemistry (Register) Date: May 1st, 4-6 pm	Webinar - Unit 6: Matter, Energy & CC (Register) Date: April 22, 4-6 pm

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Questions?

Kristi Miller - kristi_miller@beaverton.k12.or.us

Andrea Leech - aleech@pps.net

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Old breakout rooms

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Pushback About Multiple Opportunities

“Doesn’t prepare student for the real world”

Multiple opportunities for LSAT, MCAT, BAR exam, ect
Many professions require you to demonstrate proficiency before you can practice (doctors, pilots, ect.) and you have multiple opportunities to demonstrate proficiency
We must train students how to build in their own multiple opps (college)

“Students won’t try the first time if they can have another chance”

You have to earn the right for retakes and redos by doing more work - “Opportunity cost”
Have the “first attempt” be a formative assessment with time spent on reviewing answers.

“It’s not fair to the students who do it right the first time”

Not everyone learns at the same rate. It’s not fair to punish people for the rate they learn.

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