StandardsBased Grading

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Standards-Based Grading Reporting
Transforming Our Teaching And Learning Module 4
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Desired Outcomes

• Participants will critically examine their own
  grading practices, understand the complexity of
  grading, dialogue and make decisions at the
  school level about grading in a standards-based
  system.
• Participants will have guidelines for determining
  grades that are meaningful, consistent and that
  support learning.
• Participants will have models for collecting,
  documenting, recording, and reporting evidence.
• Participants will know how to involve students in
  the process.

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Key Concepts

• Grading is complex and needs to be critically
  examined and aligned with standards-based
  instruction and assessment.
• The practices for determining standards-based
  grades are different from those in a traditional
  grading system.
• Guidelines for grading should be established to
  create meaningful, consistent, fair, and accurate
  grades for students.
• Involvement of students enhances learning,
  motivates students, and keeps them apprised of
  their own growth and progress.

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What are some underlying perspectives on grading?

• Grading
• Is not essential for learning
• Is complicated
• Is subjective and emotional
• Is inescapable
• Has a limited research base
• Has no single best practice
• If faulty, can damage students--and teachers

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Why must we change the way we grade students?

• The growing emphasis on standards and performance
  assessments makes current reporting practices
  inadequate.
• Parents and community members are demanding more
  and better information about student progress in
  learning.
• Advances in technology allow more efficient
  reporting of detailed information on student
  learning.
• Grading and reporting are recognized as one of
  educators most important responsibilities.
• There is growing awareness of the gap between our
  knowledge base and common practice in grading and
  reporting.

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What are the qualities that determine good
evidence in grading and reporting?

• Validity the appropriateness adequacy of
  interpretations
• Reliability the consistency of assessment
  results
• Quantity multiple sources for instructional and
  grading purposes

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1. Basis for Grading

• Relate grading procedures to Hawaii Content and
  Performance Standards II and the General Learner
  Outcomes

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2. Reference Points

• Use the Grade Level Performance Indicators and
  grading scale to determine grades

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3. Sources of Information

• Not everything needs to be included in grades

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Why must we change the way we grade

• There is a need for a consistent way of grading
  for all students, including those who require
  modifications or accommodations to be successful.

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What is our purpose for grading?

• Communicate about student achievement
• Reflect current level of achievement
• Provide information that students can use for
  self-evaluation

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Summarizing Information and Determining the Final
Grade

• Make final grades criterion referenced
• Make modifications for special needs students
  with care
• Convert, weight, and combine information with
  care
• Use rubric scores for evidence of reliable and
  valid assessment

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Sample Conversion Rule
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Collect evidence about student achievement based
on your assessment plan (curriculum map)

• Distinguish between formative and summative
  assessments
• Allow multiple opportunities for students to
  demonstrate attainment of learning targets

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Steps in Report Card Grading

• Start with the learning targets. Create a plan
  for what learning you will assess for grading
  purposes during the quarter.
• Make an assessment plan to lay out how you will
  regularly find out what your students are
  learning.
• Create, choose, and/or modify assessments.

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Steps in Report Card Grading

• 4. Record information from assessments as you
  give them.
• 5. Summarize the achievement information into one
  score.
• 6. Turn the score into a grade.

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Activity
Assessment OF Learning or Assessment FOR
Learning?
Part 1
Think of every type of assessment used in your
classroom or at your school. Write them on
post-its (one per post-it) and set them aside.
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Negative Experiences

• Effects
• Stopped trying
• Never talked in class again
• Changed majors
• Never took another class in this subject
• Embarrassment
• Anger
• Redoubled efforts

• Causes
• Not clear what was to be tested
• Feedback method embarrassing
• Feedback too late to do any good
• Incomprehensible feedback/no feedback
• Results didnt reflect knowledge
• Trick questions
• No chance to improve/one shot do or die
• Personal attack
• Time limits

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Positive Experiences

• Causes
• Clear what was to be tested
• Criteria for success were clear
• Feedback could be used to improve performance
• Personalized feedback
• Practice similar to assessment even if not graded
• Step by step learning aligned with assessment
• Questions were understandable
• Chance to improve

• Effects
• Felt successful
• Wanted to take more classes on this subject
• Felt encouraged to keep trying
• Knew what it took to succeed
• Motivated to learn
• Redoubled efforts

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Assessment
FOR Learning
Of Learning

• Document individual achievement or mastery of
  standards
• Measure achievement status at a point in time for
  purposes of reporting
• Show accountability
• Certify student competence

• Promote increases in achievement to help students
  meet more standards
• Support ongoing student growth
• Provide insights to improve achievement
• Show process and progress during learning

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Kinds of Achievement Targets

• Master factual and procedural knowledge
• Understands long-term physiological benefits of
  regular participation in physical activity
• Explains the important characteristics of U.S.
  citizenship
• Knows that energy can be transformed between
  various forms

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Kinds of Achievement Targets

• Use knowledge to reason and solve problems
• Uses statistical methods to describe, analyze,
  evaluate, and make decisions
• Analyzes fitness assessments to set personal
  fitness goals, strategizes ways to reach goals,
  evaluates activities
• Examines data/results and proposes meaningful
  interpretation

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Kinds of Achievement Targets

• Demonstrate mastery of specific skills
• Measures length in metric and US units
• Reads aloud with fluency and expression
• Dribbles to keep the ball away from an opponent
• Participates in civic discussion with the aim of
  solving current problems
• Uses simple equipment and tools to gather data

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Kinds of Achievement Targets

• Create quality products
• Constructs bar graphs
• Develops a personal health-related fitness plan
• Builds physical models of familiar objects
• Creates a scripted scene based on improvised work

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Policy on Reporting Student Progress (4510)

• The involvement of the student in the evaluation
  process should be considered essential
• The progress report shall be diagnostic and
  constructive
• Secondary students are encouraged to conduct
  regular parent-teacher-student conferences.

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• What are the implications of involving students
  in assessment?

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Key 5 Student Involvement
Converting Learning Targets to student-Friendly
LanguageThe Process

• Identify an important learning goal, or one
  students have difficulty learning.
• Identify word(s) needing clarification.
• Define the word(s). We use a dictionary as a
  starting point.
• Rewrite the definition as an I can (or an I am
  learning to) statement, in terms that your
  students will understand.
• Try it out on students or a colleague and refine
  as needed.
• Have students try this process for subsequent
  learning goals.

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Standards-based Learning Goals

• Summarize text, e.g. Summarize important
  information in texts to demonstrate comprehension
  (4)
• Make predictions, e.g. Predict or
  hypothesizefrom information in the text, (6)

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Summarize text

• Words to be defined SUMMARIZE
• SUMMARIZE to give a brief statement of the main
  points, main events, or important ideas
• Student-friendly language
• I can summarize text.
• This means I can make a short statement of the
  main points or the big ideas of what I read.

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Activity
Complete Dot-to-Dot Activity Reflect How does
this activity relate to curriculum mapping?
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As a sophomore in high school, how would you feel
if you were provided with the same reading
material on the American Civil War for the fourth
time in four years?
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As a sophomore in high school, how would you feel
if you were given a Geometry assignment to find
the area of different common quadrilaterals while
you still had difficulty identifying
quadrilaterals ?
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As a sophomore in high school, how would you feel
if you were given a Biology assignment and you
could readily apply what you had learned in your
earlier science classes?
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Disconnect Activity Part 1
What other educational disconnects, if any, do
you see in your classroom, school, state, nation?
List them in the first column of the t-chart.
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Disconnects Curriculum Mapping T-Chart

• Educational Disconnects

Curriculum Mapping
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Common Disconnects

• Official curriculum isnt necessarily the
  operational curriculum- whats actually happening
  in classrooms.

Teaching the textbook scope and sequence isnt
necessarily helping our students meet or exceed
the Hawaii Content Standards.
What was taught isnt necessarily what was
learned. Why didnt they get that one right? I
taught it!
A 2nd grader in one school may be learning what a
4th grader learns at the same school or at
another school.
There is no way to cover all the content in
Social Studies, Science, Math and Reading and
still do justice to the Visual and Performing
Arts.
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An analogy.

• Would you accept a medical treatment plan rather
  than documentation of actual treatment for your
  child?
• Would you take your child to a doctor who had no
  idea about your childs medical history and who
  treated your child in isolation from other
  doctors?

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Likewise as a teacher.

• Would you accept a scope and sequence plan rather
  than take into account the unique needs of your
  student population?
• Would you teach your students without any
  knowledge of what they learned previously and
  without communicating with other teachers?

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What is a curriculum map? What is not?
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A Curriculum Map IS

• Calendar based
• A record of the content, skills and assessment
• Teacher created and collaboratively refined
• A resource to provide a framework for examination
  of authentic classroom curriculum and actual
  teaching
• Data about instruction that can be analyzed
• A tool that replaces intuitive or subjective
  curriculum decision making
• Focused on student performance outcomes

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Curriculum Maps are Calendar-Based
The calendar is the one thing we all have in
common- a starting point.
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Curriculum Mapping IS a PROCESS which

• Facilitates professional communication and
  effective planning
• Identifies possible areas for curriculum
  integration
• Provides a framework to evaluate student work
  with varied and relevant assessments
• Offers a systems approach to curriculum planning
• Brings standard alignments to the conscious,
  concrete level
• Links to standards and is time-bound
• Identifies gaps and repetitions in the curriculum
• Systematically organizes features (units,
  essential questions, content, skills and
  assessments) in a consistent and organized way

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Curriculum MappingProcess or Product?

• Curriculum mapping is a process that results in
  tangible products along the way
• The products are tools for the next steps
• There are NO final products maps will always be
  under revision
• Not mapping, mapping, mapping.but ongoing
  mapping for inquiry and upping the ante for
  students

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Maps primary purpose Communication

• The actual journey
• Diary maps document actual teaching
• The sites and stops along the way
• Documents best practices
• Documents actual practices
• A travel journal
• Provides a way to share experiences

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is a Journey
Curriculum mapping .
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Activity

• Use packet of samples
• Identify which documents are maps and which are
  not,
• based on the features of curriculum maps.
• Write down your reasons why some are maps and
  some are not.

Is it a map or not?
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Curriculum Mapping Criteria for Review

• Calendar based
• Records content, skills and assessment
• Can be organized using themes, essential
  questions or other categories
• Teacher created, collaboratively refined
• A procedure for collecting data about actual
  teaching
• Provides a basis for authentic examination of the
  classroom curriculum

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Curriculum Mapping Provides

• a format for planning
• Documenting the content, skills, and assessments
  that get students to the standards
• a consistent way of communicating
• A way to see gaps, redundancies, and mismatches
  when compared to standards, other teachers, other
  schools, other states.
• a foundation for new journeys
• Supports standards based instruction and a format
  for using Standards Toolkit documents

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Features The Content

• The subject matter, knowledge, facts, key
  concepts
• Based on HCPS
• What do I need to know?
• Found in Scope and Sequence Toolkit Document

• Content
• WHAT students learn
• (noun)

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Features The Skills

• Measurable
• Based on HCPS
• What do I need to know how TO DO?
• Found in Grade Level Performance Indicator
  Toolkit
• Use precise language--have a list of action words
  to use.

• Skills
• The TO DO of the curriculum
• (Verb)

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Features The Assessment

• Assessment
• The EVIDENCE of student learning
• (verb)

• Demonstration of learning
• Triangulation of evidence
• Measurable
• Based on HCPS
• How can I SHOW what I know and can do?
• This is the evidence for standard-based grading
  and reporting

Suggested Assessment Tasks found in the
Instructional Guides of the Toolkit
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Features The Essential Question

• Essential questions are based on universal
  concepts
• Bring relevance to the learner
• How will it affect me?

• Essential Questions (EQs)
• The HEART of the curriculum

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What are Essential Questions?

• Essential Questions are provocative and make
  students think about lessons within a greater
  context.
• Essential Questions are organizers that serve as
  the heart of a curriculum.
• Essential Questions distill the content into what
  is critical to examine, explore, and learn.

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Universal Themes (samples) Causali
ty (cause and effect) Change Conflict Connections
Continuity Cooperation Culture Diversity Energy En
vironment Evolution Exploration Heritage Interacti
on Interdependence Justice
Limitation Order Patterns Power Quest Relationship
s Scarcity Stability Structure Style Survival Syst
ems Traditions Truth/Reality Unity Values
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EXAMPLES OF ESSENTIAL QUESTIONS

• How do we interpret theme and symbolism in a
  traditional folktale?
• How does my community affect my life?
• How has change affected our town over the past
  100 years?
• How did the discovery of agriculture affect the
  structure and culture of early society?
• How has agricultire impacted our society today?
• What is the relationship between shapes and
  measurement?
• When do we use fractions in everyday life?
• How do the main organs of the digestive system
  function as a system?

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Grade 6 Social Studies China Unit Sample Map
November
December
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Grade 6 Social Studies China Unit Sample Map
November
December
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Essential Questions
Over-arching questions that focus on either big
ideas and concepts or major themes with regard to
curriculum content.

• Are the cement that holds the unit together.
• Direct student thinking.
• Represent big ideas.
• Are not simple one or two word answers.
• There should not be more than two or three per
  unit.

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Activity
Mapping Practice 1. Review and select relevant
standards from the instructional guide for your
grade level. 2. Using the map template, come up
with an essential question. 3. Determine what
assessments will produce evidence for that
standard(s). 4. What content skills need to be
learned for students to meet the standard(s)?
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A Quick Review
are the targeted proficiencies, technical actions
and strategies. (verbs)
SKILLS
is the demonstration of learning the products
and performances used as evidence of skill
development and content understanding. (nouns)
ASSESSMENT
is the subject matter, key concepts, facts,
topics, important information. (nouns)
CONTENT
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Mapping provides the framework for a New Journey

• Record of each travelers experiences
• Documents what each student is taught
• Chart a journey from beginning to end
• Used to create a K-12 map
• A way to make decisions about subsequent journeys
• Curricular decisions can be made based on data of
  the real curriculum

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Key 5 Student Involvement4-Step Process for
Setting Criteria with Students

• Step 1 Brainstorm
• Step 2 Sort Categorize
• Step 3 Create a T-chart
• Step 4 Add, Revise, Refine

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Step 1 Brainstorm

• Pose a question
• Record all ideas on the chart paper
• Add in your own ideas to make sure that all the
  important features are included and your goals
  are met

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Step 2 Sort Categorize

• Have students look at the list and see if any
  ideas fit together. Ask Do you see any similar
  items?
• Circle or mark the similar items using colored
  pens.
• Decide on headings using big ideas.

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Step 3 Create a T-Chart

Criteria
Details

• Draw a T-Chart
• Transfer the items from Step 2.
• Put the big ideas or criteria on the left.
• Put the details or specifics on the right.

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Step 4 Add, Revise, Refine

• Have students review the T-Chart.
• Ask students, Are there any new items or
  criteria that we need to add?
• Make changes as necessary.

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What is a Rubric?

• An assessment that evaluates student performance
• Uses specific criteria for assessment
• Defines levels of performance for each
  criterion

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Why Use Rubrics

• Assessment is more objective and consistent.
• The target is clearer shows what is expected
  and how work will be evaluated.
• It gives feedback on the effectiveness of the
  instruction.
• It provides benchmarks against which to measure
  and document progress.

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What Student Involvement with Rubrics Doesnt
Look Like

• Handing the rubric to students with little
  explanation.
• No practice with the rubric before the grading
  use.
• Asking students to self- or peer-assess using the
  rubric without teaching them how.
• Using any old rubric without making sure it
  adheres to standards of quality.

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• Individually read and score three student work
  samples (Practice Papers 01, 02, and 03) using
  the Sample Student Rubric (Handout 6).
• 2. Share the scores in your group.
• 3. Discuss the criteria on the rubric to develop
  common understandings. What do you notice?

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REVISE- Using the Scoring Criteria on the Item
and Scoring Criteria sheet, revise the rubric to
include criteria measuring Core Concepts as well
as the criteria for Accessing Information.
READ and SCORE- Then each member of the group
will read and score 2-3 of the remaining samples
(Practice Papers 04-08) using the revised
rubric.
DISCUSS and REFINE - Discuss the following
questions in your group If we were going to use
this rubric again, would we want to add new
criteria? Clarify existing criteria? Delete
insignificant criteria?
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Strategies for Using Rubrics as Instructional
Tools

• Understandable vision of the learning target
• Use Models
• Descriptive Feedback
• Student Self-Assessment
• Focused on One Aspect
• Focused Revision
• Student Self-Reflection and Communication About
  Learning

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Debrief

• When is it appropriate to use rubrics?
• How can I use Target-Method-Match to guide my
  classroom assessment?
• What are some strategies for involving students
  in assessment?

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Professional Learning Conversations

• A forum in which teachers can be inquirers and
  ask questions that matter to them, over a period
  of time, and in a collaborative and supportive
  environment

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Types of Professional Learning Conversations

• School-based
• Job-alike
• Topic-centered
• Teacher-research
• Issues/Discussions
• Readers/Writers
• Professional book discussion

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Types of Activities

• Reading and discussing research
• Learning about teaching and learning approaches
• Discussing knowledge learned at workshops
• Implementing new practices in classrooms
• Analyzing student work

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Five Standards of Assessment Quality
Standard 2 Clear and Appropriate Users and Uses
Standard 1 Clear Targets
Standard 3 Appropriate Assessment Methods
Standard 4 Sampling
Standard 5 Potential Sources of Bias and
Distortion
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Analysis of Maps in Light of Student Assessment
Data

• Question Were the assessment items covered in
  the curriculum?
• Question When were they covered?
• Question How frequently?
• Question What kind of lessons prepared students
  to answer these items?
• Question What attending essential questions,
  contents, and skills were used in conjunction
  with these items?

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Rubric for Curriculum Map Entries
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Rubric for Implementation of Mapping
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What do we do now?

• Rick Dufour says(as a group of teachers)
• Determine 8-10 concepts your students should
  understand each semester per subject
• Create assessments to know if students understand
  these concepts
• Create interventions and enrichment for students
  who dont and do understand.

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Curriculum Mapping Criteria for Review

• Calendar based
• Records content, skills and assessment
• Can be organized using themes, essential
  questions or other categories
• Teacher created, collaboratively refined
• A procedure for collecting data about actual
  teaching
• Provides a basis for authentic examination of the
  classroom curriculum

84
Curriculum Mapping Provides

• a format for planning
• Documenting the content, skills, and assessments
  that get students to the standards
• a consistent way of communicating
• A way to see gaps, redundancies, and mismatches
  when compared to standards, other teachers, other
  schools, other states.
• a foundation for new journeys
• Supports standards based instruction and a format
  for using Standards Toolkit documents

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What types of maps are there and when would each
be used?
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Different Maps for Different Focus

• Mapping Language
• Diary Maps
• Done Monthly
• A personalized map written at the end of the
  month by the individual person (No Team Diary
  Mapping!) that contains what REALLY took place
• Projected Maps
• What you intend to teach.. subject use the
  consensus map as a personal road map for
  delivery plan / instruction
• Consensus, Essential or Core Maps
• An Entire School Year Of Months
• A map that is created via a team of educators
  that serves as the Master wherein all who teach
  / administer the course. What is taught in
  common.

The purpose defines the type of Map needed
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When the Types of Curriculum Maps are Used

• Projected/Pacing Used for planning
• Diary Used for documenting the actual curriculum
  taught
• Consensus Used for grade level or school to
  define core of the standard-instruction.
  Essential Used for a particular grade level
  created over time.

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The 1st Phase of Curriculum Mapping
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The 3rd Phase of Curriculum Mapping
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Read Through Discussion Questions Include

• How does our sequence match with the standards
  and the state tests?
• Does our content build sequentially in terms of
  complexity and understanding for students?
• Do our skills spiral appropriately in relation to
  the content?
• Is there any content or skills that we should be
  teaching differently?

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Debriefing

• What new learnings did group members encounter?
• What concerns do group members have?
• What questions do group members have?
• What agreements were reached regarding entry
  format and abbreviations?
• What revisions have you decided to present to the
  other groups for consideration in regards to the
  curriculum?

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CURRICULUM MAPPING Vertical Team
Read-Through Review Protocol

• Complete items noted on the Vertical Team
  Read-Through Response Sheets.
• Convene to the table or location your team is
  assigned.
• Appoint a facilitator.
• Appoint a recorder.

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CURRICULUM MAPPING Vertical Team
Read-Through Review Protocol

• Option One based on Available Time
• Each teacher distributes copies of their map
  report.
• Teachers individually read the maps. Look for
• Maps were written in such a way that you are
  clear about what the students experienced
• Ah hahs - What was something you learned?
• Possible gaps
• Possible repetitions
• Questions related to items on the curriculum maps
  that may need to be addressed

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CURRICULUM MAPPING Vertical Team
Read-Through Review Protocol

• Appoint a time keeper.
• Using a round robin format, the facilitator will
  ask each member of the group to take one minute
  and highlight aspects of his/her map.
• Facilitator will ask the group to focus
  individually on each person's map in order and
  note feedback on each of the following areas
• ah hahs - What was something you learned?
• possible gaps
• possible repetitions
• questions related to items on the curriculum maps
  that may need to be addressed

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CURRICULUM MAPPING Horizontal Team
Read-Through Review Protocol

• Complete the items noted on the Horizontal Team
  Read-Through Response Sheets.
• Convene to the table or location your team is
  assigned.
• Appoint a facilitator .
• Appoint a recorder.

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CURRICULUM MAPPING Horizontal Team
Read-Through Review Protocol

• Option One based On Available Time
• Each teacher distributes copies of their map
  report to each member of their vertical team.
• Teachers individually read the maps of their team
  members.
• Address the following questions
• What is essential for students to address in
  content and skills?
• Are there agreed upon assessments?
• What do we address that may be unnecessary or
  developmentally not appropriate?
• Establish formats for map entries.

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CURRICULUM MAPPING Horizontal Team
Read-Through Review Protocol

• Using a round robin format, the facilitator will
  ask each member of the group to highlight aspects
  of his/her map.
• Next, the facilitator will ask the group to focus
  on each of the focus questions
• Culmination of the discussion should be recorded
  and provided to the leadership in terms of
• Agreed upon essential content and skills
• Agreed upon assessments
• Any places of question or disagreement
• Any observations for consideration

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CURRICULUM MAPPING Horizontal Team
Read-Through Horizontal Team Read-Through
Response Sheet

• Agreed upon essential content and skills

• Any places or question or disagreement

• Any observations for consideration

• Questions related to items on the maps that may
  need to be addressed.

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• Ways of Rating the 6 GLOs
• Rate them
• separately or embedded in subject area
  standards.
• with multiple opportunities and over time.
• varied assessment measures such as
• guiding assumptions
• learning through Feedback Spirals
• measuring dispositions
• rubrics
• portfolios
• performances
• anecdotal records
• interviews
• journals and logs

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Tools that Might Be Included in a Multifaceted
Reporting System

• Report Cards
• Notes Attached to Report Cards
• Standardized Assessment Reports
• Phone Calls to Parents
• Weekly/Monthly Progress
• School Open-Houses
• Newsletters to Parents
• Personal Letters to Parents

• Evaluated Projects or Assignments
• Portfolios or Exhibits of Students Work
• Homework Assignments
• Homework Hotlines
• School Web Pages
• Parent-Teacher Conferences
• Student-Teacher Conferences
• Student-Led Conferences

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Why?

• To communicate the achievement status of students
  to parents and others.
• To provide information that students can use for
  self-evaluation.
• Other purposes
• To select, identify, or group students for
  certain educational paths or programs.
• To provide incentives for students to learn.
• To evaluate the effectiveness of instructional
  programs.

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Board of Education Policy
Title Reporting Student Progress Series 4500
SERIES-STUDENT PERFORMANCE AND ACHIEVEMENT Statute
4510 ----------------------------------------
--------------------------------------------------
-------------------------------
The involvement of the student in the
evaluative process shall be considered essential,
since it is the student's learning and personal
growth that are being assessed. Involvement shall
be determined by the student's maturity level.
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First set high standards that determine what
students need to know and be able to do.
Second, do whatever it takes for as long as it
takes to teach all students these standards.
Third, measure student achievement of these
standards by having them perform what they have
learned and then comparing that performance to
the standards.
-Ruth Mitchell
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Question A

• What would teachers need to do
• to get all students to this vision
• in achieving standards?

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Question B

• If our goal is to have all students meet
  standards or reach the vision of the high school
  graduate, what must teachers do?
• How should teachers plan?

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Changing Stumbling Blocks into Stepping Stones
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How can stumbling blocks become stepping stones?

• We tried that before
• Thats not my job
• Were all too busy to do that
• Its too radical a change
• We dont have the time
• Why change, its still working okay
• Has anyone else even tried it
• I dont see the connection

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Key Concepts

• There is a process for implementing standards.
• There are sub-processes within each step of the
  process.
• The process is not linear, but cyclical.
• Key to using the process is a solid understanding
  of standards and the system of standards.

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Teacher collaboration throughout the process.
Student involvement throughout the process.
Standards Based Implementation Model
Identify relevant content standards
Determine acceptable evidence and criteria
Determine learning experiences that will enable
students to learn what they need to know and to do
Teach and collect evidence of student learning
Assess student work to inform instruction or use
data to provide feedback
Evaluate student work and make judgment on
learning results and communicate findings
Reteach, or repeat the process with the next set
of relevant standards
Adapted from WestEds Learning from Assessment
110
Assessment
Rationale
Instructional-influenced Assessment
Instruction
Assessment
Curriculum
Classroom Assessment What Teachers Need to Know.
W. James Popham (2002).
111
Assessment
Rationale
Assessment-Influenced Instruction
Instruction
Assessment
Curriculum
Classroom Assessment What Teachers Need to Know.
W. James Popham (2002).
112
planningdoingassessingevaluatingreflectingrep
orting
HCPS III
113
Assessment FOR Learning Journey
Key 2 Targets
Key 3 Sound Design
Key 4 Communication
Rubrics
Key 5 Student Involvement
114
Student Involvement Throughout the Process

• What does a Standards-based classroom look like
  from a students point of view?
• How can students become participants at each step
  along the way

115
SB Grading and Reporting Secondary Update

• Underlying Philosophy
• All Students Can Learn
• Learning Rates Vary
• Learning Styles Vary
• View success and failure not as reward and
  punishment, but as information
• - Jerome Bruner

116
SB Grading and Reporting Secondary Update

• Constraints
• Credit-based System (but not based on seat time)
• Current structure of secondary schools
• Understanding of parents and public

117
What?

• Rating of the 6 General Learner Outcomes
  (Process)
• Grading the Hawaii Content and Performance
  Standards in 10 Content Areas (Product)
• (Progress can be addressed in narrative)