1. Standards-Based Assessment and Grading: What Works to Promote Student Achievement? John L. Brown, Presenter Association for Supervision and Curriculum Development (ASCD)

6. What Do Current Learning Theory and Research Tell Us? Creativity and “Flow” Brain-Compatible Teaching and Learning Emotional Intelligence The Constructivist Classroom Multiple Learning Styles, Modalities, and Intelligences Cognitive Learning Theory

12. What Are Your Learning Style Preferences? AR : abstract, random, tend to be feeling and relationship oriented, highly interactive and communicative, express themselves through the arts, equity-oriented, advocates for the disenfranchised, prefer group activities, not closure driven. CR : concrete, random, use the here-and-now as a springboard for vision and possibility, “don’t fence me in,” “don’t tell me what to do,” enjoy independent projects that are reality-based, strong leadership traits, enjoy non-traditional education. AS : abstract, sequential, conceptual, emphasize the big picture, whole-to-part relationships, strategic, intellectually organized but externally “pile collectors,” strategic thinkers, can be “devil’s advocates,” like to debate conflicting perspectives. CS : concrete, sequential, linear, organized, require clear guidance and directions, prefer closure, need models and exemplars, prefer predictability and order, desire clear and practical reasons for completing an assignment, inclined to work independently, follow policy and procedure.

17. An Increasingly Significant “Big Idea” and National Assessment Trend… … The Power of Standards-Based Grading and Formative Assessment to Help Students Monitor Their Own Progress—and to Make Adjustments to Ensure Their Success in Mastering Core Standards…

20. John Hattie—reviewed 7,827 studies on learning and instruction. Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

22. %ile improvement increase 0 20 80 100 40 60 Starting percentile 50th Starting percentile 50th Teacher assessment effectiveness Student Achievement Increase of 34%ile to 84%ile 13%ile increase to 63%ile

23. %ile improvement increase 0 20 80 100 40 60 Starting percentile 50th Starting percentile 50th Teacher assessment effectiveness Student Achievement Increase of 49%ile to 99%ile 28%ile increase to 78%ile

39. The Three-Circle Audit Process for Identifying “Power Standards” Worth Being Familiar With... All Students Should Know and Be Able to Do... Enduring Understandings

43. Into Which Circle Would You Place Each of the Following: 3 =Enduring Understanding/ “ Power Standard ” ( 40 YEARS ); 2 =All students should know or be able to do this ( 40 MONTHS ); 1 =This is something students at this grade level should “just be familiar with.” ( 40 DAYS ) 9. Trace universal patterns, themes, and motifs common to art through the ages. (Humanities, Grade 12) 8. Identify key figures who contributed to the development of modern statistics. (College-Level Intro. to Statistics Course) 7. Describe eating patterns and menus from previous historical eras. (Health, Grade 4) 6. Interpret how a primary source document reflects political bias on the part of an author. (U.S. History, Grade 8) 5. Apply the habits of mind used by scientists to engage in scientific inquiry. (Science, Grade 5) 4. Explain how we can use the relationships between sounds and letters to make sense of text. (Reading, Grade 1) 3. Describe how a bill becomes law at state and national levels. (Civics, Grade 9) 2. Use the Periodic Table to identify the atomic weights of carbon, oxygen, and helium. (Chemistry, Grade 11) 1. Identify the years in which Mark Twain was born and died. (English, Grade 8)

50. Standard Benchmark “ Measurement TOPIC” Benchmark Benchmark Benchmark “ Measurement TOPIC”

60. This is not a Rubric

61. Clean refrigerator 4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories 3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright

62. 2 Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware 1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out— Tupperware and all

63. A generic template for rubric design

64. Scale Even with help, no understanding or skill demonstrated. 0 With HELP, a partial knowledge of some of the simpler and complex details and processes 1 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes 2 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught 3 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class. 4

65. The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge. 0 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class 4

66. 0 1 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes (THAT WERE EXPLICITLY TAUGHT) 3 4

67. 0 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 4

68. 0 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 4

69. The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge. 0 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 4

70. The complete scale allows for half-point scores (3.5, 2.5, 1.5, .5)

71. Scale . 5 With help, a partial knowledge of some of the simpler details and processes but not of the more complex ideas and processes. 1.5 Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes. 2.5 No major errors or omissions regarding any of the simpler information and/or processes and partial knowledge of the more complex information and processes. 3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and applications that go beyond what was taught in class. Even with help, no understanding or skill demonstrated. 0 With help, a partial knowledge of some of the simpler and complex details and processes. 1 No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes 2 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught 3 In addition to exhibiting level 3 performance, in-depth inferences and applications that go beyond what was taught in class. 4

97. Scale for Self-Evaluation of Knowledge of Terms (Marzano) I’m very uncertain about the term. I really don’t understand what it means. Level 1 I’m a little uncertain about what the term means, but I have a general idea. Level 2 I understand the term, and I am not confused about any part of what it means. Level 3 I understand even more about the term than I was taught. Level 4 I can use the term with a high level of independent application. Level 5 Description Knowledge Level

98. Student Progress Chart (Marzano) Date: November 4, 2004 X X X X X 1 X X X X X 2 X X X X 3 X X X X 4 X X 5 X X 6 X 7 8 Level 1 Level 2 Level 3 Level 4 Level 5 Item #

106. The Analytic-Trait Rubric The performance or product is ineffective. Shows little apparent understanding of the relevant ideas and processes… 1 The performance or product is somewhat effective… Shows a somewhat naïve or limited understanding of relevant ideas or processes… 2 The performance or product is effective… Shows a solid understanding of the relevant ideas and processes… 3 The performance or product is highly effective… Shows a sophisticated understanding of relevant ideas and processes… 4 35 percent Weights: 65 percent Scale Performance or Performance Quality Understanding Traits

116. Pretest 2/12 (48%) Quiz 2/15 (60%) Quiz 2/19 (60%)

123. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total for section= Total for section= Total for section= A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. Total /100

124. Total /100 Total for section= Total for section= Total for section= /40 /20 /40 A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught

125. + + Total for section= Total for section= Total for section= All correct Two correct None correct A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total /100 /40 /20 /40

126. Total /100 + + Total for section= Total for section= Total for section= 40/40 20/40 0/20 All correct Two correct None correct A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught 60

127. + + All correct Two correct None correct A. Items 1-10 Level 2.0 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Level 3.0 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Level 4.0 Two items that asks for application in novel situations that go beyond what was explicitly taught Rubric Score:

128. + + All correct Two correct None correct A. Items 1-10 Level 2.0 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Level 3.0 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Level 4.0 Two items that asks for application in novel situations that go beyond what was explicitly taught Rubric Score:2.5

129. Topic Scores for 3 Students 3.0 3.0 3.0 3.5 3.0 3.0 3.0 2.5 2.5 3.0 3.0 3.0 2.5 2.0 3.0 2.0 3.0 2.5 2.0 2.5 3.0 1.5 2.0 2.0 1.0 2.0 1.5 2.0 3.0 2.0

130. Averages and Trend Scores 2.35 3.00 2.60 2.71 2.55 3.00 Average Trend Score 3.0 3.5 3.0 2.5 3.0 3.0 2.5 3.0 3.0 2.0 2.5 3.0 3.0 2.0 3.0 2.5 3.0 3.0 Student 3 2.0 1.0 1.5 2.0 Student 2 3.0 2.0 2.0 2.5 Student 1 2.0 1.5 2.0 3.0

131. Power Law

133. Low Tech Method: Growing Preponderance of Evidence

134. 1.0

135. 1.5 1.0

136. 2.0 1.5 1.0

137. 2.0 2.0 1.5 1.0

138. 2.0 2.0 2.0 1.5 1.0

139. 2.0 2.0 2.0 1.5 2.5 1.0

140. 2.0 2.0 2.0 2.0 1.5 2.5 1.0

141. 2.0 2.0 2.5 2.0 2.0 1.5 2.5 1.0

145. Investment: Homework: Academic Grade: NonAcad. Grade: Grade for Class/Subject

146. Investment: Homework: Topic: Topic: Topic: Academic Grade: NonAcad. Grade: Grade for Class/Subject