Standards, Marks and Assessment
Looking at Student Work at #714
Event Information
Professional Development
Agenda Grades 1-5:
- Looking Back: Standards Based Grading (SBG)
- Looking at Student Work
- Next Steps
When?
Monday, Oct 9, 2017, 08:00 AM
Where?
Chesterbrook Academy Elementary School, Hollow Road, Phoenixville, PA, United States
Action Items for Oct. 9th
Please bring:
- 3 (three) pieces of student work from one given assignment. For example, it can be a piece of writing, an open ended math problem, an essay question and/or part a project from an essential question (PBL)
- Copies of your extension manuals (paper or digital)
- iPad charged
https://www.youtube.com/watch?v=y9srPFbpQ2w
How Things Should Be
Learning breaks across skills not chapter units. Instead of assessing at the end of chapters, we assess at the completion of a significant skill. Instead of lumping all the skills together under one grade (making that grade useless beyond a "did good" or "did bad" level) we track each skill separately
Students like assessment. Students like the process. They know which skills they need to improve (because we track them separately), they know how they can improve them (by studying or coming in for tutoring), and they know they'll be rewarded for their efforts (I'll increase their skill grade in my gradebook if they demonstrate improvement).
LOOKING AT STUDENT WORK
STEP 1:
- Teacher provides 3 samples of student work from 1 assignment
- Teacher explains assignment and gives background information
- Teacher describes only what the student was asked to do and avoid explaining what she hoped or expected to see.
- The teacher will not give any background information about the students and avoid telling whether the student is proficient or not.
STEP 2
- Participants look at the work
- Participants connect to standards by finding in the extension manual
- Participants ask clarifying questions
- Participants describe what they see – objectivity vs. subjectivity
- What does the student understand? What doesn’t the student understand as it relates to the standard?
STEP 3
- What proficiencies do you see in the student work?
- Where would this students be on the proficiency scale and why?
- Where are there gaps?
- The mark would be...
STEP 4:
- What steps could the teacher take next with this student?
- What teaching strategies might be most effective?
- What else would you like to see in the student work? What kinds of assignments or assessments could provide this information?
- What does this conversation make you think about in terms of your own practice? About teaching and learning in general?
STEP 5:
- How well did the process work? What went well and what could be improved?
Next Steps:
- Look at the Extension Manual
- Look at your resources including your lesson plan
- Find one opportunity in each content area (ELA, Math, Science, SS) to assess the students and give a mark.
- Use your peers as partners in reflection and suggestions.
The Education Team at NLCI Presents....Standards Based Grading
I look forward to our continued work together!
Best,
Toby
Email: toby.grosswald@nlcinc.com
Location: 1615 West Chester Pike, West Chester, PA, United States
Phone: 215-680-0123
Twitter: @tobyteach