Standards Based Grading in the Classroom Part 2 - Assessing Student Performance

1. Standards Based Grading in theClassroom Part 2 - Assessing Student Performance Kim Lackey, Denise Pahl, Julie Weitzel Rockwood School District Eureka, Missouri http://eurekaworldlanguage.wikispaces.com/home

2. What wasyour take-away from yesterday? / What is your experience with Standards Based Grading? • What are the “Standards” for your curricular area? • What should count in a grade / What should grades reflect? • Strategies for participation, homework, cheating, late work, low-quality work • Managing Reassessments • Gradebook categories that support Standards Based Learning / Grading

3. Unit Planning What will be assessed? What are our objectives? How will it be assessed? What will be the focus? Which standards will be addressed? What resources do we need? (Beyond the textbook…) What does this look like in the “real world”? How will culture be interwoven?

4. How will it be assessed? • How will students demonstrate what they know and are able to do? • What will excellence look like? • What essential skills are necessary for success? • What will they learn by completing the assessment? • How will I provide students with feedback about where they are in their learning?

5. How can we design a scoring guide that is... • gives meaningful feedback to teachers, students, and parents, • uses standards-based indicators (advanced, proficient, developing, minimal), • unpacks the standards into criteria that reflect essential skills and knowledge (I can statements), • and uses a logical/mathematically-sound conversion to percentages that is student, parent, and gradebook friendly and uses a 50-100 scale?

8. Common Vocabulary used on Scoring Guides Can confidently move forward Usually Rarely / Never Sometimes / Rarely Always

9. Best Practices for using Scoring Guides • Limit criteria to essential skills only. • Share the scoring guides with students in advance! • Formative work is key. • Students can practice using the scoring guide on a sample assessment. • Students can have a voice in the development of the scoring guide. • Grade while it still matters. • Feedback immediately communicates students’ strengths and weaknesses.

10. Student Reaction to Scoring Guides

11. We apply this same scoring guide format to... • Presentational Speaking Assessments • Reading and Listening Assessments • Interpersonal Speaking and Writing Assessments • Vocabulary Assessments • Grammar Assessments • Cultural Competence Assessments • Pronunciation Assessments • and more!

12. Today’s Next Steps: • See examples of unit plans and understand how different standards are assessed in different units. • See some ideas for different types of assessments that might spark ideas for something you could do. • See lots of different types of scoring guides and think “outside of the box.” • Learn the technical steps for creating this type of scoring guide.

13. Examples of assessments in the context of units from levels II, III, and IV • Mi casa es su casa unit – Spanish III • Mitos y leyendas unit – Spanish II • El cine español unit – Spanish IV

15. Vocabulary Comprehension

17. Scoring Guide

18. Vocabulary Production

19. Vocabulary Production

20. Scoring Guide

21. Scoring Guide - Long version

22. Interpersonal Writing • Prompt: ¿Dónde vives? ¿Cómo es tu hogar? • Ideal = Students work in pairs • Google Docs - One student creates a Document using Google Docs and shares it with their partner. • Google Docs allows students to work collaboratively on the same document and to see the changes their partner makes. • Use Bold and Italics to show who is “talking.”

23. Scoring Guide

24. Presentational Speaking - video

25. Scoring Guide

26. Interpretive Viewing Students will watch 4 shorts videos. These have been downloaded from YouTube.

27. Interpretive Viewing: Source, Purpose, and Intended Audience

28. Interpretive Viewing: Supporting Details

29. Interpretive Viewing: Vocabulary in Context

30. Interpretive Viewing: Scoring Guide

32. Grammar Assessment

33. Grammar Scoring Guide

34. Interpretive Reading

35. Interpretive reading: Supporting Details

36. Interpretive ReadingSupporting Details

37. Interpretive Reading: Grammar interpretation

38. Interpretive Reading: Meaning from context

39. Interpretive Reading: Main idea

40. Interpretive Reading: Scoring Guide

41. Presentational Writing Escribe “La leyenda del nopal” en tus propias palabras. Usa el pretérito y el imperfecto para narrar en el pasado.

42. Presentational Writing

43. El cine español - Spanish IV

44. Interpersonal Speaking • Must have lots of formative practice (daily conversations about high interest topics) • Small group conversations, “Speed dating” activity, one-on-one conversations with teacher • Work to find solutions to classroom management challenges • Goal - conversations with native speakers!

45. Interpersonal Speaking Scoring Guide

46. Pronunciation Assessment

47. Pronunciation Scoring Guide

48. Lifelong Learning Project

49. Lifelong Learning Project

50. What about final exams and semester grades? • Final Exams should reflect the same scoring categories that students have been assessed on all semester. • Don’t just start with the 150 multiple choice questions from last year because they’re already done. • Final grades: Should what happened in the beginning of the semester be de-emphasized in favor of more recent evidence of student knowledge/ability?