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Grading & reporting systems complete presentation
- 1. Presented by: Courtney Potter, Rachel Long, & Ashley Blount
- 2. Two Types of Grading Systems: Norm-referenced Criterion-referenced (“Standard Based”)
- 3. Overall Concept: Compares each student‟s performance to that of other students in the class. Advantage: “Yields highly consistent grade distributions from one teacher to the next” (Guskey, 2001).
- 4. Disadvantages: Learning becomes competitive- students become less inclined to help each other. Learning becomes a game of winners and losers- with very few winners (A students) most students are losers. (Guskey, 2001) (Haladyna,1999; Johnson & Johnson, 1989)
- 5. Overall Concept: “Compares each student‟s performance to clearly stated performance descriptions ……Teachers judge student‟s performance by what each student does, regardless of how well or poorly their classmates perform” (Guskey, 2001).
- 6. 1. Grades should have meaning. If we are using A,B,C,D, & F grades, what do those letters represent? Do grades measure levels of proficiency on standards that are taught?
- 7. 2. We need to challenge the status quo. Are our students really learning or are they just good at “playing school”? ◦ We have students that are good at playing school yet have not mastered any standard. ◦ We also have students that have mastered standards but do not complete homework.
- 8. 3. We can control grading practices. “ If a teacher must use a point system…that teacher can still use a standards based system.” “The system must not allow students to mask their level of understanding with their attendance, their level of effort, or other peripheral issues.”
- 9. Seven Reasons for Standard Based Grading: (Scniffny, 2008) 4. Standards based grading reduces meaningless paperwork.
- 10. 5. It helps teachers adjust instruction. Traditional Grade Book Name Homework Average Quiz 1 Chapter 1 Test John 90 65 70 Bill 50 75 78 Susan 110 50 62 Felicia 10 90 85 Amanda 95 100 90 Objective 1: Write an alternate ending for a story Objective 2: Identify the elements of a story Objective 3: Compare and contrast two stories John Partially proficient Proficient Partially proficient Bill Proficient Proficient Partially proficient Susan Partially proficient Partially proficient Partially proficient Felicia Advanced Proficient Proficient Amanda Partially proficient Advanced Proficient Standards-Based Grade Book Name
- 11. 6. It teaches what quality looks like. If we grade only on mastery of a standard and except nothing but mastery; students learn and understand what is expected for success
- 12. 7. It‟s a launchpad to other reforms. It provides opportunity for academic conversations with other teachers It provides opportunities to more effectively communicate with parents
- 13. It takes a lot of work (Guskey,2001) Reporting tools are difficult to develop and sometimes difficult for parents to understand (Guskey, 2001)
- 15. Comes from the early European model of competition and ranking of students. In the U.S., the ranking of students is documented to have begun as early as 1785 by a Yale professor.
- 16. 1835-An issue of the American Annals of Education recommended a weekly report to the parents, showing punctuality, behavior, and ranking of the student. 1870-1910-Teachers struggled with giving detailed accountability as class sizes began to grow. Nineteenth century-Students were rapidly changing levels or schools (e.g., high school to college) The U.S. needed a systematic way to track students‟ progress.
- 17. 1940s-the „A-F‟ system became the dominant grading scale in schools. Pluses and minuses for letters were used for precision and sorting. 1960s-the „A-F‟ system was considered “traditional”. 1971-the „A-F‟ system was being used in over 80% of schools in the U.S.
- 18. Through the years, there had been some debate about the grading system, but schools began to depend on the letter system for: ◦ Motivation ◦ Placement ◦ Communication between the school and parents (Schneider, 2013)
- 19. “Inaccurate grades lead to poor instructional decisions and many teachers combine a large amount of evidence into a single summary grade.” –Ken O‟Connor (Knaack, 2012).
- 20. Students are not aware of their strengths and weaknesses in a certain subject. Teachers and students have difficulty interpreting the meaning of the grade to others. Each letter means something different to each teacher.
- 21. Students are compared to each other; not focused on individual achievement. Student‟s interest is diminished in what they are learning. Student quality of thinking is reduced. Students create a preference for the easiest possible task.
- 22. “A single zero can doom a student to failure, regardless of what dedicated effort or level of performance might follow” (Guskey, 2004). To move from a zero to a minimum passing grade requires 6 or 7 times the improvement it would take to move from a B to an A. Students take a zero when they become discouraged; no accountability.
- 23. Letter grades do not offer quality feedback. Students are not able to participate in the decision of their grade; collaboration on what they have learned. Research recommends getting rid of letter grading.
- 24. Write notes on students‟ assignments- “a reaction to what they did and some advice on how they might improve” (Drier, 2011). ◦ Final grade is based on students‟ self-assessments Replace letters with: ◦ Narrative assessments ◦ Student-teacher conferences ◦ Summaries of progress in writing or conversation
- 25. Getting rid of the „A-F‟ system may not be an option for some schools. Instead, a school can provide a bar graph on measurement topics within a subject to accompany the letter grade.
- 27. The graph is on a 0-4.0 scale to better track progress. 0-4.0 scale Letter scale 3.51-4.00 Teachers can include scales on homework, cooperation, and responsibility. A 3.00-3.50 A- 2.84-2.99 B+ 2.67-2.83 B 2.50-2.66 B- 2.34-2.49 C+ 2.17-2.33 C 2.00-2.16 C- 1.84-1.99 D+ 1.67-1.83 D 1.50-1.66 D- 0.00-1.49 F
- 28. The student‟s grade on the topic should not be “set in stone”. Students can improve grades of topics previously taught in past grading quarters.
- 29. Part 3: “Grading and Reporting Systems” Ashley Blount
- 30. Administrator & teacher responsibilities in relation to positive parent & student involvement through effective reporting practices.
- 31. “Despite advances in grading and reporting, imprecision and lack of meaning persist” (O‟Connor & Wormeli, 2011).
- 33. Report cards should be accurate and consistent (O‟Connor & Wormeli, ??).
- 34. Communicate expectations, vision, & purpose of reporting with staff: ◦ Policies ◦ Consistency between teachers – Data District/Campus policies Perception of teacher consistency from parents (Munk & Bursuck, 2001) ◦ Consistency between campuses – District-wide data Communicate & involve parents in reporting system explanation of terms: ◦ Ask for parent involvement in reporting effectiveness (Friedman & Frisbie, 2000). ◦ Use clear language – avoid “edu-babble”
- 38. Following audio, hover mouse in window & click play! Press enter to continue presentation following video!
- 39. Communicate expectations, vision, & purpose with students and parents: ◦ Consistency & Fairness Communicate reporting system and explanation with students & parents: ◦ “…[Parent Survey] Comments were directed less at the actual report card than at the parent-teacher communication surrounding the report card…communication with their children‟s teachers was very poor and that the information conveyed by the actual report card grade was not useful because the parents had no context in which to judge the comments” (Munk & Bursuck, 2001). ◦ Use clear language ◦ Relatable purpose and meaning for all grade levels
- 40. Grading & Reporting Systems tie in to many ISLLC Standards: ◦ I – “…development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.” ◦ III –“…ensuring management of the organization,…for a safe, efficient, and effective learning environment.” ◦ IV – “…collaborates with families…” ◦ V – “…promotes the success of all students by acting with integrity, fairness, and in an ethical manner.” Our vision of learning should shape an effective grading and reporting system.
- 41. Anstadt, K. (2013, September 5). Standards based grading [Internet broadcast]. Perrysburg: YouTube. Friedman, S.A. (2000). Making report cards measure up. Education Digest, 65(5), 45. Guskey, T. (2013). The case against percentage grades. Educational Leadership, Sept 2013, Vol. 71, 68-72. Retrieved from: http://ehis.ebscohost.com.yosemite.wbu.edu/eds/pdfviewer/pdfviewer?sid=9819c4e8-8914-4d44-bf7f457de7a5806d%40sessionmgr4001&vid=3&hid=4103 Guskey, T. (2001). Helping standards make the grade. Educational Leadership, Sept 2001,Vol. 59. Retrieved from: http://www.ascd.org/publications/educational-leadership/sept01/vol59/num01/Helping-Standards-Make-the-Grade.aspx Heflebower, T., & Marzano, R. (2011). Grades that show what students know. Educational Leadership, Nov 2011, Vol. 69, 34-39. Retrieved from: http://ehis.ebscohost.com.yosemite.wbu.edu/eds/pdfviewer/pdfviewer?sid=9819c4e8-8914-4d44-bf7f457de7a5806d%40sessionmgr4001&vid=5&hid=4103 Knaack, S., Kreuz, A., & Zawlocki, E. (2012). Using standards-based grading to address students‟ strengths and weaknesses. (School of Education). Chicago, Illinois, United States: Saint Xavier University. Master of Arts Teaching and Leadership Program. Retrieved from: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED531172 Kohn, A.(2011). The case against grades. Educational Leadership, Nov 2011, Vol. 69, 28-33. Retrieved from: http://ehis.ebscohost.com.yosemite.wbu.edu/eds/pdfviewer/pdfviewer?sid=9819c4e8-8914-4d44-bf7f457de7a5806d%40sessionmgr4001&vid=11&hid=4103 Munk, D. D. (2001). What report card grades should and do communicate. Remedial & Special Education, 22(5), 280. O‟Connor, K. (2011). Reporting student learning. Educational Leadership, 69(3), 40. Schneider, J., & Hutt, E. (2013). Making the grade: a history of the a-f marking scheme. (College of the Holy Cross). College Park, Maryland, United States: University of Maryland. Retrieved from: http://academics.holycross.edu/files/Education/schneider/Making_the_Grade_JCS_prepub.pdf Scriffiny,P. (2008). Seven Reasons for Standards-Based grading. Educational Leadership, Oct 2008,Vol. 66, Retrieved from: http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx (2009, September 17). Do Ontario report cards make the grade? [Internet broadcast]. Toronto: YouTube.
Notes de l'éditeur
- Hello everyone this is Rachel Long I will be the first presenter for our presentation on Grading and Reporting systems presented ny
- I am not sure whether it is an advantage or disadvantage, but it is a system that parents are familiar with.
- I think this is such a great concept “just my opinion, but so very different from what I am used to dealing with teaching high school. I think schools are moving closer to a standards based system. To me I think this is how most people want to be judged based on their own performance and not judged against someone else.
- Regardless if you are using a standards based grading system or the traditional norm-referenced system we need to define what the letter grades A,B,C, D, and F mean. Do grades measure levels of proficiency on standards that are taught. Does that A mean that a student is Proficient in all standards that were addressed during a grading cycle or does it mean something else.
- Some students know how to play the game of school. They complete all of their homework. They are constantly in tutorials so their homework average is really high, but when it comes to taking an assessment no their own they score poorly or they score high enough on certain portions of the test that their grade does not reflect their actual profiency on all standards.
- This goes back to the 1st reason for standard based grading we must define what we want those letter grades to mean. Measuring each standard is essential. We cannot use percentages/ compliance/ mask what they do and do not know.
- In this article the author says she does not grade homework very often but still most students complete homework because they know that they are responsible for the information. If she gives an assignment that is to be grades it is directly tied to their assessment an she provides feedback.
- Lets look at these two different gradebooks a more traditional grade book and a standards based grade book.
- Changes past practices
- National & State education departments, Community stakeholders & parents, District & Campus personnel all expect reports to determine the effectiveness of teaching and learning. The job of principal includes efficient, clear communication of all types of reports – from SES status, lunch counts, attendance, & mobility rates to individual student scores in every subject, any/all accommodations required to meet special program needs as we learned in week 6, & graduation rates with college entrance exam scores. To narrow down such a broad topic, I will address the administrator and teacher responsibilities and the relation to positive parent and student involvement through effective reporting systems. Originally, I planned to cover administrator and teacher responsibilities, parent and student involvement, state and national expectations & community and district communication, but had I done that, this would be a 45 minute lecture instead of a 10 minute presentation!
- O’Connor and Wormeli begin their article “Reporting Student Learning” from Educational Leadership with this quote, “Despite advances in grading and reporting, imprecision and lack of meaning persist.” Effective administrators recognize this lack of responsibility for precision and meaning in those who continue to fail to implement, communicate, and explain grading systems to parents and students. I have included a short news broadcast of 3 gentlemen’s opinions of what report cards are. This is based in Ontario, Canada, but they use a similar grading and report card system as most US schools. This should get your brain going a little deeper on what, exactly, is our purpose. I’m not agreeing or disagreeing – only presenting multiple opinions on the subject
- O’Connor & Wormeli also suggest that report cards should be accurate and consistent. This sounds pretty logical, but apparently, parents and students don’t understand or value what a piece of paper that comes home every 3 to 6 weeks actually means. We must ask ourselves, as administrators: Does the current grading system support accuracy and consistency in reporting? To begin to answer this question, principals must dive in to the system and ask, How do we create accurate and consistent reports for students?
- The Administrator must first communicate expectations, vision, and purpose of the reporting system with campus staff. What does a grade mean? How will that grade help a student achieve mastery of the standard? To inspire teachers to make grades be meaningful, the policies must be reviewed and explained:What are the school policies for grading & posting grades? Is a minimum grade allowed? How many grades are required? Can character/discipline count towards an academic grade? Are “0”s acceptable? What about Late/missing assignments? How are those policies checked and followed by staff? & most importantly, does each policy serve a purpose? If you are the new sheriff in town, you might need to seek answers to these questions from other campus administrators, veteran teachers, or even dig deeper into board policy before addressing your staff. Data from regular report cards, campus report cards, and district report cards should give insight to the consistency of grading policies. In a survey explained in a brief by Munk & Bursuck, one parent stated on the topic of teacher equity in grading, “There is no standardization – one teacher has a reputation of being easy, while another teacher’s reputation is that she give no A’s.” Does campus A have a really easy math department – all students earning A’s on report cards, but not passing STAAR/EOC exams while Campus B appears to have low report card grades with upset students and parents, but very high test scores? Finding answers to these kinds of questions will help you communicate with parents, as they look closely at the performance of their child’s campus.Also consider input from the parents of students on campus. According to Education Digest’s article Making report cards measure up, by Friedman and Frisbie, “The communication in a report card is intended to be two-way; involve parents and students in the process of reviewing the effectiveness of the current reporting system. (Friedman & Frisbie, 2000). Is the reporting system clear to interpret for someone who doesn’t speak educational academic language or edu-babble?
- Maybe after evaluating the current system, a change is needed. As an administrator, it is your job to communicate these changes effectively. The Perrysburg, Ohio school district released a video to present and explain the newly adopted standards based grading system along with the new online reporting system program to parents. The first clip is an example of how they chose to introduce the new system for elementary parents.(Play clip)As an administrator, Anstadt reviews and presents the information for the new system in regular language that is easy for parents to understand. She also later goes on to explain the actual comments and “grades” that will be used. In addition to presenting new information of a reporting system to parents and students, Anstadt also explains how and why the system is beneficial for every child – the part an elementary parent really cares about!
- Maybe after evaluating the current system, a change is needed. As an administrator, it is your job to communicate these changes effectively. The Perrysburg, Ohio school district released a video to present and explain the newly adopted standards based grading system along with the new online reporting system program to parents. The first clip is an example of how they chose to introduce the new system for elementary parents.(Play clip)As an administrator, Anstadt reviews and presents the information for the new system in regular language that is easy for parents to understand. She also later goes on to explain the actual comments and “grades” that will be used. In addition to presenting new information of a reporting system to parents and students, Anstadt also explains how and why the system is beneficial for every child – the part an elementary parent really cares about!
- This second clip is a perfect example of using real language to explain expectations for success and why the change was necessary for student learning improvements.
- This second clip is a perfect example of using real language to explain expectations for success and why the change was necessary for student learning improvements.
- AsAnstadt just stated, the school would be working to support the parents and the teachers with the adjustment to the new system. So let’s take a closer look at the teacher responsibilities, and how, as principals, we should support them.Teachers should communicate the same grade policy expectations but adding their individual level of consistency and fairness. Teachers should also communicate via the reporting system and explain, clearly their notes on student progress – whether a norm-based or criterion-based system. In survey documentation from Munk and Bursuck, “Comments (made on the parent survey) were directed less at the actual report card than at the parent-teacher communication surrounding the report card…communication with their children’s teachers was very poor and that the information conveyed by the actual report card grade was not useful because the parents had no context in which to judge the comments.” These parent concerns can be easily avoided through active communication and monitoring of student progress. Technology plays a large role in making this process faster and more efficient through email, newsletters, blogs, or even classroom Facebook fan pages. Administrators can also support this need for communication with campus-wide newsletters or templates made available for teachers.Also, to communicate with students and parents, clear language should be used. How many times have I said that?! Teachers and principals get caught up in “Edu-babble” and forget who we are talking to!Finally, the communication should be relatable in purpose and meaning for all grade levels. Kindergarten reports for parents should be just as informative of their child’s abilities, progress, and areas of weakness as a graduating senior preparing for life in college.
- In conclusion, the many grading processes and opinions and reporting responsibilities and requirements are all critical aspects of a principal’s focus. This particular topic ties in to many ISLLC standards (read slide).With so many ties to principal expectations, grading and reporting systems is worth an in-depth evaluation when it is our turn to take on the mission of school principal.