Grading and Assessment

Grading and Assessment: 

Grading and Assessment

1—5—10—15—20—25—30—35—40—45—50—55—60—65—70—75—80—85—90—95—100: 

1—5—10—15—20—25—30—35—40—45—50—55—60—65—70—75—80—85—90—95—100 Why out of 100% ?

1—5—10—15—20—25—30—35—40—45—50—55—60—65—70—75—80—85—90—95—100: 

1—5—10—15—20—25—30—35—40—45—50—55—60— 65—70—75—80—85—90—95—100 1 to 60 all essentially mean the same thing, so over half the numbers are redundant.

What is the difference between a 77 and a 78?: 

What is the difference between a 77 and a 78? A+ = 97-100 A = 93-96 A- = 90-92 B+ = 87-89 B = 83-86 B- = 80-82 C+ = 77-79 C = 73-76 C- = 70-72 D = 65-69 F < 65 What is the difference between a 79 and a 80? 60— 65—70—75—80—85—90—95—100

Though 60 levels of performance are calculated, really only 11 levels of are ultimately used to track success on any assessment.: 

Though 60 levels of performance are calculated, really only 11 levels of are ultimately used to track success on any assessment. [65>]—[65-69]—[70-72]—[73-76]—[77-79]—[80-82]—[83-86]—[87-89]—[90-92]—[93-96]—[97-100] 1-------- —2--------—3--------—4—---------5—---------6-------—7--------—8-------—9--------—10-------—11 F ------- —D-------— C - ------— C —-------- C+ —-------- B- ------—B-------— B+ ------— A- -------—A------—A+

The more levels of evaluation you have, the less meaningful they become. Do we need 11 different levels of assessment? What is the real difference between a B and a B+?: 

The more levels of evaluation you have, the less meaningful they become. Do we need 11 different levels of assessment? What is the real difference between a B and a B+? [65>]—[65-69]—[70-72]—[73-76]—[77-79]—[80-82]—[83-86]—[87-89]—[90-92]—[93-96]—[97-100] 1-------- —2--------—3--------—4—---------5—---------6-------—7--------—8-------—9--------—10-------—11 F ------- —D-------— C - ------— C —-------- C+ —-------- B- ------—B-------— B+ ------— A- -------—A------—A+

If we reduce the number of levels of assessment, we increase the meaning of each level and can focus on the essential question: Does the student know it or not, or Can the student do it or not?: 

If we reduce the number of levels of assessment, we increase the meaning of each level and can focus on the essential question: Does the student know it or not, or Can the student do it or not? 1---2---3---4

With clear criteria for each level:: 

With clear criteria for each level: Student’s ability to identify the protagonist of a narrative 4 In-depth understanding 3 Proficient understanding 2 Developing understanding 1 Beginning understanding Proficiency (3) or higher is the target for all students.

Explicit criteria in the context of each performance: 

Explicit criteria in the context of each performance Student’s ability to identify the protagonist of a narrative 4 Can apply concept of protagonist to a text and support it thoroughly with text details 3 Can apply concept of protagonist to text and support with text details 2 Can apply concept of protagonist to text, but has difficulty supporting with text details 1 Understands concept of protagonist, but has difficulty applying understanding to text

To make performance clearer, report progress in skills rather than assessments: 

To make performance clearer, report progress in skills rather than assessments Assessment-based report Skill-based report Skill Rating Identify Protagonist 3 Identify Antagonist 2 Identify Central Conflict 2.5 Focus Paragraph 3 Link Independent Clauses 2 Assessment Grade Quiz 1 75 Quiz 2 78 Quiz 3 83 Test 1 81 Quiz 4 85 Quiz 5 77 Test 2 79 Project 1 91

When averaging, take into account student learning over time: 

When averaging, take into account student learning over time Identify Protagonist 9/30 10/5 10/12 10/19 10/26 1 2 3 3 4 Straight average: ( 1 + 2 + 3 + 3 + 4)/5 = 2.6 Averaging the latest data: (3 + 4)/2 = 3.5 Disregards the earlier, lower scores as learning attempts. A second 4 would raise the average to 4.

Slide 12: 

Sometimes students show valuable insights that are not reflected on the rubric. Extra credit is given for insights which do not address the criteria of the 1-4 rubric, but are well-supported and enhance the student’s understanding of the text. Extra credit is worked into the 1 -4 scale as fractions: .05, .10, .15, etc. up to a maximum of .25 in each skill area. Insight Extra Credit

In the end of a quarter, the 1-4 scale is converted to the letter scale, since that is the format of the report card.: 

In the end of a quarter, the 1-4 scale is converted to the letter scale, since that is the format of the report card. Grade Average A+ >4 A 3.75 A- 3.5 B+ 3.25 B 3 B- 2.85 C+ 2.75 C 2.5 C- 2 .25 IP In progress <2.25, In Progress: Student has two weeks to demonstrate an improved understanding or will receive an “F”.

Grading and Assessment Summary: : 

Grading and Assessment Summary: Rated on a 1 -4 scale to keep levels meaningful Extra credit as a fraction .05-.25 Rubrics employed to help keep grades objective and clear Averages recognize learning over time Reports are by skill, not assessment