WELCOME PARENTS!Grading and
Assessment at Liberty
Elementary
November 1, 2011
ASSESSMENTAND
GRADING
AC
4 3B
2
E N
REPORT CARDS
CommunicateStudent
Progress
STANDARDS
Statements that describe what
children need to know and
be able to do
“How do teachers determine what to teach?”
VA Standards of
Learning
LCPS Curriculum
Guides
“Once a standard is taught, is there a way to know how well my child learned it?”
Formativeand
Summative
2 TYPES OF ASSESSMENT
Rick Wormeli on Formative and Summative Assessment
http://www.youtube.com/watch?v=rJxFXjfB_B4
One of the first Nationally Board Certified teachers in America, Rick Wormeli brings innovation, energy, validity and high standards to both his presentations, and his instructional practice, which includes 30 years teaching math, science, English, physical education, health, and history and coaching teachers. He has a full resume of publications of books, articles and has appeared on several television shows as an expert in teaching and instruction. He’s called upon as a consultant and has presented teaching practices to school systems in all 50 states and many countries abroad.
Formative and Summative Assessment
The process of gathering information about student achievement to inform instructional decisions (Stiggins)
Assessment for Instruction
Takes place DURING instruction
FORMATIVE
Dry Erase Boards
Activote system
Exit Tickets
Dipsticking
Interactive
Learning
Journaling
EFFECTIVE USE OF FORMATIVE ASSESSMENT
• Use as sources of information for students and teachers
• Follow with high-quality corrective instruction
• Give students multiple chances to demonstrate success
Guskey
Periodic QuizzesFormative or Summative?
Generally taken by students at the end of a unit or semester to demonstrate the “sum” of what they have or have not learned
Assessment of Learning
Takes place AFTER instruction
Summative Assessment
SOL Tests Performance Assessments Open-ended questions Writing responses Classroom projects Tests, quizzes, exams, etc.
16
Types of Summative Assessments
Higher Order Thinking Skills CREATING EVALUATING ANALYZING APPLYING UNDERSTANDING REMEMBERINGLower Order Thinking Skills
Bloom’s Taxonomy
Critical Thinking InitiativeExplicit teaching of Thinking Models integrates the direct
instruction of specific thinking skills into content area lessons. Determining Parts-Whole Relationships Comparing and Contrasting Reasoning by Analogy Decision Making
STEM InitiativeMission: We believe that cultivating active thinking through a
STEM instructional approach will prepare students for their future.
Inquiry-based instruction Many ways of viewing a problem and solution Apply information gained along the way Analyze and explain results
Teaching Students to Think Hmmm…
• Criteria in level “3” and consistently
mastered standard and apply it as a
whole
• In
depth inferences and applications that
go
beyond
what
was taught
• Uses
Content to create an original idea or
product
4Exceeds
3Met the Standard
• Mastered some of the required content
• Has
not yet
displayed full
mastery
• Recalls the skill/content inconsistently
2Progressing Towards The Standard
• Has not learned the required content or
mastered the required skills
• Needs significant teacher support
• Responses are li
mited and /or incomplete
1Below the standard
Learning Progression Scale
• Criteria in level “3” and consistently
mastered standard and apply it as a
whole
• In depth inferences and applications that go beyond
what
was taught
• Uses
Content to create an original idea or product
4 Exceeds
• In addition to a “3”, partial success at inferences and applications that go beyond
what
was taught
3+
• Consistently
mastered individual skills or content taught
• No
major errors or omissions regarding any information or processes
3 Met the Standard
• No
major errors or omissions regarding details and process and partial knowledge of the
more complex ideas
2+
• Mastered some of the required content
• Has not yet displayed full
mastery
• Recalls the skill/content inconsistently
2 Progressing Towards the Standard
• Partial knowledge of the si
mpler details and processes but
major errors or omissions regarding the
more complex ideas and procedures
1+
• Has not learned the required content or
mastered the required skil ls• Needs signi ficant teacher support• Responses are l imited and /or
incomplete
1 Below Standard
Learning Progression Scale
Learning Progression ScaleWho is the best candidate for a job?
• Requires minimal supervision
• Completes assigned tasks independently
• Steady attendance and always arrives and leaves on time
• Requires some supervision
• Completes some tasks independently
• Occasionally absent or late
• Requires little to no supervision
• Takes initiative to complete tasks at a high level of competency
• Rarely absent and stays late to ensure job completion
• Requires constant supervision and retraining
• Needs assistance to complete tasks
• Frequently absent or late
Can you distinguish 1 through 4?
Learning Progression ScaleWho is the best candidate for a job?
• Requires minimal supervision• Completes assigned tasks independently• Steady attendance and always arrives and leaves on time • Requires some supervision
• Completes some tasks independently• Occasionally absent or late
• Requires little to no supervision• Takes initiative to complete tasks at a high level of competency
• Rarely absent and stays late to ensure job completion
• Needs assistance to complete tasks• Frequently absent or late • Requires constant supervision and retraining
4
3
2
1
4- More Complex Learning TargetIn addition to level 3 extends learning of concept :
transfer to other contexts, demonstrate higher order thinking skills, explain or justify answers…
3- Learning TargetWhat we expect when students have mastered content or skills 2- Simpler Learning TargetThe knowledge and skills that are building blocks to the level 3 learning
target:new knowledge, developing skills, some independence…
1-Supportive Learning TargetThe knowledge and skills that are building blocks to the level 2 learning
target: prior knowledge, simpler skills, ability to do with assistance…
The Progression Scales Applied
Learning Progression Scale – Grade 2
Learning Progression Scale – Grade 4
Example First Grade Assessment
Example Grade 3 Assessment
Example Grade 5 Assessment
Understanding my child’s progress
Connecting the Learning Progression Scales to the Report Card
Your child:
Works independently
Listens attentively Participates in class
Seeks help when needed
Completes assigned tasks
Completes homework
Follows school and classroom rules
Follows oral directions
Follows written directions
Demonstrates organizational skills
Manages time wisely
Writes legibly in manuscript
Demonstrates self-control
Works productively in a group
Shows respect for others and their property
KeyO= Outstanding
S= Satisfactory
N= Needs Improvement
LOUDOUN COUNTY PUBLIC SCHOOLSGrades 1 and 2
READING QUARTER
1 2 3 4
Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement)
S
Adjusted Curriculum ( / = in use) Topic Statements
Demonstrates knowledge of how print is organized and read E
Reads assigned sight words M
Develops and expands vocabulary M
Applies phonetic principles P
Uses multiple strategies when reading P
Reads orally with fluency M
Comprehends fiction P
Comprehends non-fiction M
Uses simple reference materials .Reading level: Q1: ON 02: | Q3: Q4:
Progress IndicatorsE = Exceeds Standard M = Meets Standard P = Progressing Towards Standard B = Performing Below Standard
• = Denotes knowledge or skill not assessed at this time
True Standards
Based Report Card
LOUDOUN COUNTY PUBLIC SCHOOLS
GRADES 3,4 and 5 REPORT CARD
READING- Overall Subject Area Grade- Summative
QUARTER
1 2 3 4 Y
B
Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement) S
Adjusted Curriculum ( / = in use)
Comprehends fiction Report Card Topic Statement Indicators 2
Comprehends non-fiction 2
Reads orally with fluency 3
Develops and expands vocabulary in reading 3
Comprehends information in printed and electronic resources to research a topic
2
Reading level: Q1:ON Q2: Q3: Q4
LANGUAGE ARTS1 2 3 4 Y
B
Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement) S
Adjusted Curriculum ( / = in use)
Uses effective oral communication in a variety of settings 2
Learns assigned spelling patterns 3
Plans effectively for writing 3
Expresses written ideas coherently and clearly 2
Revises writing for style and content 2
Edits writing for capitalization, punctuation, spelling, grammar and sentence structure
2
Grading Key Progress IndicatorsA = Outstanding 4 = Exceeds Standard B= Very Good 3 = Meets Standard 2 = Progressing TowardC=Satisfactory the Standard
D = Needs Improvement 1 = Below Standard F=Not Performing
• = Denotes knowledge or skill not assessed at this time
Progress Indicators Show child’s
progress towardsMeeting required
standards
A Grade reflects the “sum” of what students have or have not learned
each quarter
The Learning ProgressionSOL 5.11 &5.12 Geometry (Angles)
Formative- homeworkFormative- oral explanationFormative- in class practice Summative- Angles quiz/test
This process will continue throughout the unit.
The main problem with averaging students’ scores on formative assessments is that averaging assumes that no learning has occurred from assessment to assessment.
Marzano 2006
Students will not be penalized for growth.
Averaging Formative Assessments
The ultimate goal of assessing students is to know how they are doing at the END of the grading period.
Assessment That Encourages Learning
Score 1 Score 2 Score 3 Score 4 Score 50
0.51
1.52
2.53
3.54
4.5
Bar Graph of Scores for One Student on One Topic Over Time
Average Grade: C Final Grade: A
Averaging (F) 1 (F) 1 (F) 2 Summative 3 (F) 2 (F) 3 (F) 3 Summative 4 (F) 2 (F) 3 Summative 4
Final Grade= B
Formatives Not Averaged (F) 1 (F) 1 (F) 2
(F) 2 (F) 3 (F) 3
(F) 2 (F) 3
Final Grade= A
Scoring of Formative and Summative Assessments
Summative 3
Summative 4
Summative 4
Keep in mind that the elementary report card is meant to be developmental and lay a foundation for future learning
Grades are not the focus… learning is the focus
The report card reflects what a child currently knows
Communicate with your child’s teacher
Onward and forward – key points
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