Using Classroom Grading Practices to Predict State Assessment Performance

Using Classroom GradingPractices to Predict StateAssessment Performance Sarah M Croft October 17, 2012

How Do I Explain… • My students with high classroom averages are failing external assessments! • My students with low classroom averages are passing external assessments! Or worse...scoring commended!!!

Does my instructional focus need to shift to: More on the process of learning… and less on the product?

OR… More on the product of learning… and less on the process?

Am I teaching and assessing for COVERAGE of Content? OR MASTERY of Content?

Do my lessons… Provide learning goals for students? Provide clear guidelines and expectations?

Do my assignments… Give clear directions? Include samples of quality work? Do my students know an A, B,C,D, or F looks like?

Do my assignments… Include rubrics? Provide systematic feedback? Opportunities for improvement? Measure mastery of the content? And to what degree?

Some enduring things that I have learned and know about teaching, learning, and/or student performance? Let’s make a list………

Now list… Beliefs about teaching and student learning that I had 2 years ago (The 10’s), 10 years ago (The 00’s), 20 years ago (The 90”s), 30 years ago (The 80’s), oh my, even 40 years ago (The 70’s)?

And on the 8th day God said… Let there be a 100! And it shall represent the best grade Ever to be made and recorded. Forever…and ever…and ever. Amen

Grading is a: Process ----> Product Moving toward and past that magical 70 toward 100!

*Grading Is Feedback And must be… Accurate Fair Specific Timely *Elements of Grading , Douglas Reeves

Accuracy Let’s Do the Math Average these grades earned in the order left to right as follows: C C MA D C B MA MA B A MA is “missing assignments.

* Generally Speaking…The Grade Distribution Outcome A 07% B 13% C 39% D 21% F 20% *As tracked by Douglas Reeves via over 10,000 responses throughout US, Canada, and Australia

Fairness Students Who Earn A’s & B’s Students Who Earn C’s & D’s You got to be kidding me! What parents? Not so smart… Doesn’t do it---doesn’t care Bored to tears or asleep On energy drinks… Chip on the shoulder Like herding cats Must be on drugs… Good work ethic Parents involved Intelligent Committed to homework Engaged Good nutrition Great attitude Organized Sane

Specific • Make sure your students understand what your A, B,C,D, or F looks or sounds like • Create rubrics (or go find some) • Be consistent

Timely • Incrementally • Consistently • At the time and moment that it can be used to improve performance

Instruction should take a student through the process of learning content with a grading system that reflects the degree of content mastery throughout each lesson until a final grade or product is completed for the course under study.

What is the Primary Purpose of Grading? • To give feedback in order to improve performance • To report progress and mastery level of specific learning targets • To indicate the next level of instruction • Predict performance on external assessments

It is not… • About having control • To reward good behaviors/attitudes • To punish bad behaviors/attitudes • To make public distinctions between good/bad students

Classroom Grades CAN Predict State Assessment Performances IF They Reflect Degree of Mastery of TEKS NOT Coverage of TEKS

Other Resources Scoring Rubrics in the Classroom J. Arter and J. Mc Tighe Looking at Student Work T. Bythe, D. Allen, and B. Schiefflin Powell Classroom Assessment for Student Learning S. Stiggins, R. Arter, J. Arter, and J. Chappius Fair Isn’t Always Equal R. Wormeli

Sarah Croft Professional Service Provider District and Campus Snap Shot ESC Region 13 and 20 scroft1@hotmail.com

Using Classroom Grading Practices to Predict State Assessment Performance