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Standards-based Grading in HS

Standards-based Grading in HS. You can do it!. Michelle Remington, HS Principal Michelle Kuhns, Director of Learning American School of Dubai. How to get started. Identify the need Identify where you are in your grading practices Create dynamic pressure Determine non-negotiables.

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Standards-based Grading in HS

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  1. Standards-based Grading in HS You can do it! Michelle Remington, HS Principal Michelle Kuhns, Director of Learning American School of Dubai

  2. How to get started Identify the need Identify where you are in your grading practices Create dynamic pressure Determine non-negotiables

  3. Calculation and Documentation We still allow for +/- because our GPA changes according to a +/- system We give an aggregate letter grade for each subject area We still give a GPA Our report card changed, transcript didn’t

  4. Finding Your Path Linear Guskey’s 15 Questions 1………………………………….15

  5. Finding Your Path Define purpose for reporting READ, READ, READ & SHARE Define criteria for achievement levels Define criteria for learner development Investigate possible grading programs

  6. Finding the Path - and Listening • As Expected Still headed in the right direction!

  7. Focus on Learning 1. Learning has inherent value. 2. Learners experience the power of an idea for themselves. 3. Learning is enhanced when goals are clear and personalized. 4. Learners engage when they see the importance of the work and experience a sense of accomplishment 5. Learners need clear expectations for quality of process, performance and product. 6. Learners thrive in a safe environment. 7. Effective feedback, reflection and self-assessment are essential to deepen and extend learning. 8. Independent thinking and creativity flourish within a stimulating environment.

  8. 1. Purpose for Reporting ASD Purpose of Reporting: The purpose of this report is to communicate to parents and students specific and useful information about students' level of proficiency in meeting learning goals, development of learning habits and identified areas of strength as well as areas for growth.

  9. Define the Process Criteria Behavior, participation, effort, skills, knowledge, practice, performance, organization, timeliness, conceptual understanding Math - B

  10. Separate Process from Academic Achievement Skills, knowledge, performance, conceptual understanding Behavior, participation, effort, practice 4 Distinct Learner Development Grades Achievement Grades Aligned to Standards

  11. Learner Development

  12. Define the Academic Criteria

  13. Define the Academic Criteria A Exemplary Consistently demonstrates extensive knowledge and understanding of content and concepts. Communicates learning with a high degree of clarity and accuracy, makes insightful connections and applies skills in new situations to create high quality, original work.

  14. Decide on Reporting Strands and Standards All Faculty read: Chapter 4 from Developing Standards-Based Report Cards, Tom Guskey and Jane Bailey. Reviewed sample report cards Identified strands for the report card Prioritized standards for reporting in PowerSchool

  15. Communication is Key Maintain constant communication with the teaching faculty about expectations Present to parents and students once you have valuable information to share

  16. Reporting Strands: Spanish Class

  17. Technology Make sure you have a person dedicated to this process We use powerschool Make sure you have a test server - “sandbox” to play in.

  18. Sample PowerSchool 1 Selecting Standards

  19. Quick Look-up Standards view

  20. 1st Draft of Our Report Card

  21. Clear Targets - Student Tracking

  22. Assessment Results

  23. Sample Test Cover (feedback) Sheet

  24. Knowing when to jump When stakeholders have been informed When technology is prepared and people have been trained Critical mass of understanding around assessment

  25. How are the teachers feeling?

  26. What are parents saying? Parent Feedback I wanted to write a quick note to thank you for how you provide feedback to my child.  He came back with his quiz with great notes on what he’d done right and wrong.  It was specific so that he could learn from it.   He didn’t do a perfect job by any means but because of how it was graded and presented for him to work on it, he was really proud of himself for his efforts and the fact he got an exemplary.  On the items that weren’t exemplary, he followed up by spending a good deal of time WILLINGLY fixing the other portions to make them better.   Big step.

  27. Considerations in the Transition Recruitment & New Hire Support Continued communication to students and parents and among divisions A “Deployment Plan” to address the just in time needs of teachers

  28. Resources to use Developing Standards-Based Report Cards - Tom Guskey & Jane Bailey A Repair Kit for Grading: 15 Fixes for Broken Grades- Ken O’Connor Many articles and books by Rick Stiggins, Jan Chappuis and the folks at ATI Videos by Rick Wormeli, Douglas Reeves Schooling by Design - Wiggins & McTighe Hanover Research Council Report

  29. PD to Support Teachers Assessment Training Institute NESA Print resources Time to share with one another

  30. How are the teachers feeling?

  31. Thank You for Coming Questions?

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