NoZeroPolicyEvidence--ItDoesNotWork

7/31/2019 NoZeroPolicyEvidence--ItDoesNotWork

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Zeros or No-zeros?

Stats from 6 EPSB high schools

This presentation was originally in PowerPointformat and has been converted for broader distribution on

YouTube.Please use FULLSCREEN, the PAUSEbutton or click and hold the SLIDER to

progress through each slide.While the 8 graphs could stand alone, explanatory

notes have been added so parents, students and thegeneral public may gain a better understanding.

EMAIL: [email protected]


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F

inding little more than anecdotal evidence andOConners own admissions on this The Grade Doctorsite

that he is not aware of any hard-core research, Iconcluded I had to do my own study.

Please consider it as only a starting point for a re-evaluation of the this new assessment model that is

apparently being imposed on EPSB high schools.


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I was surprised by my findings. Some of the reformed practiceshave been conducted by caring, master teachers for decades and agree

with OConnors Grading for Learningtype of philosophy. But searchesreveal that the policy is certainly not accepted by all educators and isclearly controversial. Evidence is not hard evidence, only anecdotal.

Although I am frustrated, Im trying to get beyond the no-zero/zeroargument to find middle ground here and identify root causes

so we could work together at restoring a healthy educationalenvironment. (The 8 charts included are clearly very telling--so whats wrong?)

A new operating system of management proposed by Daniel Pink

(quoted as an authority on motivation by supporters) suggests autonomy

be given to students to promote mastery and sense of purpose.(Shouldnt this autonomy be given back to teachers as well for the same reason?)


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There was a total vacuum when I tried to find somereal evidence that supported the use of codes vs. zeros asmotivators. Did using zeros as placeholders discouragestudents and make them drop out? Anecdotal evidencewas all that I could get, and it was typically standardsbased stuff at elementary and may not be best suited tohigh schools--especially in Math and Sciences.

While monitoring his blog called The Grade Doctor,even OConner himself admits several times that heknows of no research to support the movement and whenhe did mention empirical evidence he does not offerlinks either in his blog or on his website.


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Blog Comment 1


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Blog comment 2


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Blog comment 3


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How did the known hard-core no zero orcode policy Edmonton schools rate province-wide on

the standardized provincial diploma exams? I decided tocheck the Fraser Institutes Alberta Report Card.http://alberta.compareschoolrankings.org/ChooseReport.aspxf

(Provincial Diploma exams are a very good mirror for students, parents, teachers andsecondary institutions since it the ONLY authentic, trustworthy mark indicating thatstudents are being marked consistent with provincial standards. The great inflation of

marks of the past 4 years are making the diploma exams LOOK like they are of too higha standard, but the difficulty level of these exams has been fairly consistent. Its theschool mark worth 50% that is questionable sometimes due to principals changingmarks or teachers being told to do so.)

(The linked document explains the Fraser Institutes methodology and how, in their finalrating, actually compares schools only with schools in the province of the same socio-

economic level and similar course offerings).
http://alberta.compareschoolrankings.org/ChooseReport.aspxhttp://alberta.compareschoolrankings.org/ChooseReport.aspxfhttp://alberta.compareschoolrankings.org/ChooseReport.aspxfhttp://alberta.compareschoolrankings.org/ChooseReport.aspxfhttp://alberta.compareschoolrankings.org/ChooseReport.aspxfhttp://alberta.compareschoolrankings.org/ChooseReport.aspx


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I used the Frazers comparison tool to produce thefollowing charts for the 5 yr span 2006-2010 for 6schools only (a limit of the comparison tool):

One school where teachers were instructed by an administrationimplementing a strict interpretation of the reformed gradingphilosophy for the 5 year period (they do NOT use any zeros but use codesinstead -- Eastglen H.S.)

One school where the administration openly professes that they

leave such decisions up to teachers since they are in the bestposition to evaluate the students (Some teachers there claim that the use ofzeros builds responsibility and citizenship -- Strathcona H.S.)

Ross Sheppard and 3 other high schools with variedimplementation of the new philosophy. (Ross Shep had JUST started thepolicy in the spring of 2011 and many teachers were not using it--or were confused)

The same comparison was made with M.E.Lazerte (as non-zero) with similar results.
http://alberta.compareschoolrankings.org/high/SchoolsByRankLocationName.aspxhttp://alberta.compareschoolrankings.org/high/SchoolsByRankLocationName.aspx


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NOTE 1: I do NOT criticize the teachers they may wellbe the victims, having had their autonomy and

professional discretion removed.

NOTE 2: As you review the charts, consider the trend over the5 years. Eastglen, being a school from a lower socio-economicarea, may have different statistics. However, if there is a

significant change in values over the 5 years, one has to considerthe possible reasons for the change.

NOTE 3: Definition of terms and more detailed data for eachschool are on the Fraser Institute Websiteand in the Appendices.http://alberta.compareschoolrankings.org/ChooseReport.aspx
http://alberta.compareschoolrankings.org/ChooseReport.aspxhttp://alberta.compareschoolrankings.org/ChooseReport.aspx


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Which school uses OConner non-zero?(and which encourages zeros?)


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Notice that the course load is significantlysmaller for Eastglen. Likely more students may have

jobs because of its socio-economic location. Butshouldnt the boost in motivation from the no zerocode policy have had students enjoying school moreand taking more, not fewer, classes?

No wonder it shows that MORE students thereare in school for much longer as shown in the

Delayed Advancement Rate chart on the followingslide. Is that frustrating for students? Is it expensive

for taxpayers? (Side issue MacLeans Raising the dropout age wont work)
http://oncampus.macleans.ca/education/2010/11/09/why-raising-the-dropout-age-wont-work/http://oncampus.macleans.ca/education/2010/11/09/why-raising-the-dropout-age-wont-work/http://oncampus.macleans.ca/education/2010/11/09/why-raising-the-dropout-age-wont-work/http://oncampus.macleans.ca/education/2010/11/09/why-raising-the-dropout-age-wont-work/http://oncampus.macleans.ca/education/2010/11/09/why-raising-the-dropout-age-wont-work/


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Perhaps the next slide is the most unsettlingof the lot. I concede that one doesnt expect as

many students from a lower socio-economicschool to get their High School Diploma. Butafter 5 years of code policy and supposedlyfacilitating success, note that the next slide shows

a significant trend. There is a DROP (red line) inthe High School Diploma Completion Rate.(more dropouts with the no-zero policy?)(Interesting I wonder what Jasper Place (dark purple line) has done togreatly INCREASE their Diploma Completion Rate? I understand they have amodified/moderate zero policy rather than a rigid, extreme no-zero policy.)


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The next two slides show the % of DiplomaExams failed and Diploma Mark over 5 yrs.

The no-zero schools stats went from 18% failure rate to 33% of the studentsfailing the Diploma Exams. (Province was about 15%-17%)

The school diploma exam averages plummeted.When using the codes, teachers have found thatconsiderably MORE effort goes into tracking down,

multiple times, only 5% to 10% of the students thatalways are absent on exam days, or fail to turn inassignments etc. It has been reported by many teachersthat putting in Zeros As Placeholders (ZAP) greatly reducesthis task and more time for creativity.Could the other students be suffering since the teacher is pre-occupied?


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(diploma)


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Which school used OConner non-zero?(and which encourages zeros?)

(diploma)


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It compares the school-awarded mark

with the diploma exam mark (currently weighted50/50). This is an indicator of totally unjustifiedmark inflation by the schools. The extremeupward trend is disturbing because it distorts the

blended mark. You cannot trust it on its own. Isthe use of codes inflating the marks?

(Unfortunately there is talk of reducing the value of the diploma to a 25/75 %blend making it even a more distorted, non-level playing field. Perehaps thediploma should be worth more than now because of rampant inflation ofschool-awarded marks. That would present a more authentic mark.)


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The Overall School Rating only compares schoolswith similar schools with the same average family incomeand programs. The rigid, strict non-zero / code policyschool appears to be losing considerable ground.So who is to say that noticeable drop in ratings are dueto a non-zero or a code policy? Maybe yes; maybeno. But something is sure affecting student

performance. Inflated, non-authentic marks are unfair tostudents--to those that DO turn in all their assignments.(Post-Secondary Institutions really have a problem with this. Your mark shouldntdepend on which school you attend ! Alberta Learning, ATA and school boards haveto hold the principals and superintendents accountable and deal with this.)

Whi h h l d OC ?


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Which school used OConner non-zero?(and which encourages zeros?)

O C


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Which school used OConner non-

zero?

OK so this was only ONE reformed grading policyschool. How do I compare others? Clearly something has been

driving the school-awarded marks upwards resulting in severemarks inflation. Recently the Calgary Heraldoffered aninteractive database that allows one to list and rank the markdifferential for all 200 high schools. I was SHOCKED to see20%-40% inflation rates. On the next slide is the inflation

ranking of Edmonton Catholic and Public Schools for Mr. Dorvalssubject (Physics 30).Do your homework and find out which schools have been

rigidly adhering to the philosophy. Then looking at the nextslide, you can decide for yourself if the marks are inflated for

those schools.

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Marks Inflation ?

The Calgary Herald Making the Grade database has anexcellent user interface to compare schools in the province. At the top

of the page there is this excellent descriptor(see below).

Ross Sheppard(including Mr. Dorval) 3.3% discrepancy between the teacher awarded mark

and the diploma exam mark indicates that students are being marked

consistent with the provincial standards. (Hed been doing that for 35 yearsand didnt want to compromise that by ignoring the fact that some students were not

doing all of the work). Sadly I present to you my final chart, showing thetravesty of marks inflation happening in this province. (Why doesntAlberta Learning step in and sanction those schools?)

Zeros or No zeros ?


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Calgary Herald Database

Is there great inflation in

the school awarded

marks of the schools

known to be rigidly

adhering to the reformed

assessment philosophy?Ross Shep had barely

started its policy by June

2011 and teachers were

(are?) resisting.

Z N ?
http://www.calgaryherald.com/news/data-centre/school-marks-vs-exams/index.htmlhttp://www.calgaryherald.com/news/data-centre/school-marks-vs-exams/index.html


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Rumours ?

Some Edmonton high schools have been using the reformedassessment policy for a number of years. Recurring and disturbingrumours include

a new initiative for cheaters get to (the same exam withscrambled answers) instead of getting zero (Schoolhouse Consulting).(Cheating is in epidemic proportions already and this would not provide adeterrentthere are no consequences for cheating.)

At a north Edmonton school, students only get marked on

questions so if they only bubbled in 20 of 25 multiple choice questionsteachers are told to consider that students mark is to be based out of20 instead of 25! (with this logic a student can choose 5 questions they knowout of 25 on a test, leave the rest blank, and get 100%!

(I would request the board and media these allegations)

Z N ?
http://educhatter.wordpress.com/2011/11/01/do-over-student-evaluation-what-lesson-does-pardoning-cheaters-teach/http://educhatter.wordpress.com/2011/11/01/do-over-student-evaluation-what-lesson-does-pardoning-cheaters-teach/http://educhatter.wordpress.com/2011/11/01/do-over-student-evaluation-what-lesson-does-pardoning-cheaters-teach/


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Possible Solution

Those advocating the reformed grading philosophy often

quote Daniel Pink (ofTedTalks renown - a businessmanagement philosopher often quoted by educators) when it

comes to the motivation of students and the move to make marksless important to learning. Pink's basic premise is: research hasshown rewards are not the best motivators. Pink suggested anew operating system of management--shown to work--

includes three elements: Autonomy , Mastery and Purpose.Autonomy meaning that individuals (students AND teachers) aregiven the opportunity to solve problems in their own unique way.Mastery refers to the phenomenon that autonomy leads to evenbetter performance, with individuals continually working to

improve. Purpose refers to the feeling that a person is working for

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Possible Solution

Under some successful EPSB administrationsin the past, Pinks philosophy has indeed producedsome master teachers.

Now this is being undone and nullifiedironically, one of these master teachers wassuspended for not following orders by anadministration that claims to be implementing aphilosophy which quotes Pink when it comes tomotivation !

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Possible Solution

Is it possible that heavy-handed management inschools where administrations are making the

reformed grading philosophy mandatory is theREAL cause for declining student performanceshown by the graphs?

Perhaps the moderate administrative style atStrathcona school is what is EMPOWERING theirteachers and students to do their best.

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Possible Solution

After much controversy over evaluation reform, theOntario Minister of Education has returned the issue of gradingto teachers and their professional judgment. Texas schooldistricts would no longer be able to force teachers to inflatestudents grades under a 2009 law.

EPSB Board Members

TAKE YOUR POWER BACK !!!Implement a proven management strategy and give theteachers back their autonomy to use their professional discretion

when assessing students

Daniel Pink TedTalks

On the Surprising Science of Motivation
http://www.ted.com/talks/dan_pink_on_motivation.htmlhttp://www.ted.com/talks/dan_pink_on_motivation.htmlhttp://www.ted.com/talks/dan_pink_on_motivation.html


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Appendix URLs to Linked References

The linked references in the PowerPoint version will notwork in this video version. They are listed below

Fraser Institute Alberta Report Cardhttp://alberta.compareschoolrankings.org/pdfs/Fraser_Institute_Report_Card_on_Albertas_High_Schools_2011.pdf

Fraser Institute Comparison Toolhttp://alberta.compareschoolrankings.org/ChooseReport.aspx

The Calgary Heralds Data Centre Making the Gradehttp://www.calgaryherald.com/news/data-centre/school-marks-vs-exams/index.html

Daniel Pink TedTalks On the Surprising Science of Motivationhttp://www.ted.com/talks/dan_pink_on_motivation.html

MacLeans - Raising the dropout age wont workhttp://www.calgaryherald.com/news/data-centre/school-marks-vs-exams/index.html

Schoolhouse Consultinghttp://educhatter.wordpress.com/2011/11/01/do-over-student-evaluation-what-lesson-does-pardoning-cheaters-teach/


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Appendix Contact Information

While I would prefer to come out of the closet and identifymyself, I do have a great sense of self-preservation.

Unlike the brave Mr. Dorval, I have a family to support andstill have to teach. I love my subject and sharing it through myinteractions with my students. Its supposed to be fun. If leftalone to motivate my students as needed--it is fun.

I hope that you do not minimize what I am trying toconvey because I have remained anonymous. I care deeplyabout this issue and re-instating the autonomy of the teacher.

EMAIL: [email protected]

A di S l R

Documents

NoZeroPolicyEvidence--ItDoesNotWork