Green �Means Go! ��
Summer 2022
Pressing the Pedal on Meaningful Lesson Design and Grading�
Mr. AJ Buckner
OSI Administrator
anthony.buckner@alsde.edu
Dr. Melissa Shields, NBCT
OSI Coordinator
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Stop
Start/Continue
Pause/Reflect
Traffic Light- Reflections
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Scan QR code and enter quickly answer RED, YELLOW, or GREEN for each of the 11 grading statements
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“Why would anyone want to change current grading practices?
The answer is quite simple: grades are so imprecise that they are almost meaningless.”
Marzano, R. J., Transforming Classroom Grading, ASCD, Alexandria, VA, 2000
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Traditional Grading |
Final grades are an average of performance, effort, homework completion, and other criteria developed by the teacher. As a result, what final grades communicate might be unclear and will likely vary from teacher to teacher. |
A certain average (e.g., 70 percent) is required to pass a class and receive credit. Students may not have mastered a large portion of the material but will still receive credit. |
Grades are viewed as rewards or punishments for overall school performance. |
Work habits, such as home completion or on-task behavior, are averaged in with course grades. This practice can raise or lower grades without clarity as to why. |
Grading is something done by teachers to students and is generally not well understood by students. |
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Evidence-Based Grading |
Final grades describe a student’s progress toward specific course standards (or learning targets). The specificity enables students and families to clearly identify strengths and areas for improvement. |
To receive credit, students must meet criteria for each and every course standard within a class. |
Grades are viewed as a tool for communicating student progress toward specific course standards (or learning targets). |
Habits of work are reported and graded separately and are evidence and skill based. They are viewed as equally important as academic grades. |
Students play an active role in understanding learning targets, tracking their progress, identifying next steps, and communicating their progress. |
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Principles That Guide Authentic Grading
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Standards-Based Planning
Standards-Based Grading
Standards-Based Reporting
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Getting Started
Common Challenges
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Rick Wormeli
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From Rick Wormeli’s #ACGAL Session
If a student asks, “Will this be on the test?”…�we haven’t done our job.
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From Rick Wormeli’s #ACGAL Session
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Sample Report Card
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From Rick Wormeli’s #ACGAL Session
Tell me more…..
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We can learn without grades,
but we can’t learn without descriptive feedback.
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From Rick Wormeli’s #ACGAL Session
Ron Berger – Expeditionary & Personalized Learning�Author of Leaders of Their Own Learning
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During this grading period, you’ve taught…
Student Grade: 85/B
What does this grade tell us about this student’s proficiency in each of these areas?
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��There’s a big difference: What are we really trying to assess?
From, Teaching the Large College Class, Frank Heppner, 2007, Wiley and Son
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If we do not allow students to re-do work, we deny the growth mindset so vital to student maturation, and we are declaring to the student:
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Failure isn’t just an option…
it’s an imperative!
“Students should be allowed to re-do assessments until they achieve acceptable mastery, and they should be given full credit for having achieved such.” –Rick Wormeli
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The Questions!
What do they need to know?
How will I know if they know it?
What do I do if they don’t?
What do I do if they do?
The Answer!!
Proficiency Scales
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Based on levels 1.0 - 4.0
It’s important to accompany learning goals with a scale that defines different levels of performance(Marzano, 2006).
“At the standard” is at a 3.0 level.
The teacher clarifies learning goals that state what students will know or be able to do at the end of a lesson, unit, or semester
Make sure it’s not an “activity” but a clear learning goal.
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SCORE 4.0 | More complex learning goal For example: Students will be able to compare and contrast the process of mitosis with other cell division processes, such as meiosis. |
SCORE 3.0 | Target learning goal For example: Students will be able to create a diagram showing the process of mitosis. |
SCORE 2.0 | Simpler learning goal For example: Students will be able to identify accurate statements about the process of mitosis. |
SCORE 1.0 | With help, partial success at score 2.0 content and score 3.0 content |
SCORE 0.0 | Even with help, no success. |
Learning goals are much more useful when embedded in a scale (also referred to as a proficiency scale or a performance scale).(Marzano, 2006)
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Variations of Assessments using Proficiency scale to grade
Amount/Number?
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Should be aligned with the power standards (key standards that students must have for the next grade/subject)
Don’t do it for everything in the course of study. Just 12-15 big ones.
How many of our assessments have majority level 1.0 & 2.0 questions?
We can't expect our students to perform at levels 3.0 & 4.0 without asking appropriate levelled questions.
For 2.0 content multiple-choice, matching, true/false, or fill-in-the-blank items are commonly used.
For 3.0 and 4.0 content, short or extended constructed-response tasks (short written or oral responses, essays, oral reports, demonstrations, or performances) are commonly used.
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Student Goal Setting and Tracking
-Marzano, 2010
Research: www.marzanoresearch.com/research/strategy20_trackingprogress.aspx
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Recording a judgement symbol, i.e. a percent, rubric number, or letter grade, on student work is a clear message to the student: Learning is done.��
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Practices to Avoid in a Differentiated Classroom� [They Dilute a Grade’s Validity and Effectiveness]
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From the teacher’s perspective….
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Any questions?
Anthony Buckner
Twitter: anthonyjbuckner
Dr. Melissa Shields
Twitter: mjshields
@anthonyjbuckner
@mjshields
Standards-Based Grading
Resource Site
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Yellow
Is the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange.
Blue
Is the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum.
Red
Is the color of blood, and because of this it has historically been associated with sacrifice, danger and courage.
Yellow
Is the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange.
Blue
Is the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum.
Red
Is the color of blood, and because of this it has historically been associated with sacrifice, danger and courage.
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