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CHANGING ASSESSMENT
AND
COMMUNICATION
Grading Reform
Essential Questions
Specifics and details
Belief
Statement
Belief Statement
Grades should be an effective means of communicating academic and social progress
The language of grades should accurately reflect the process and purpose of assessment.
The process
of determi
ning proficie
ncy
The means
of communicating proficie
ncyAssessment Grades
Essential questions
What is the purpose of assessment at each educational level?
What should assessment look like at each level?
Can we create a continuum of assessable qualities (k-12)?
How do we assess social progress?
What resources do we use to derive a common language for grading and assessment?
Specifics that could drive
reform
Grading practices should:• Be standard based• Support the ways children learn• Provide clear expectations for learning• Allow multiple means of demonstrating proficiency• Include self-assessment• Foster opportunities for children to grow
Keep/Drop/CreateA framework of recommendations for taking action
Drop:• Averaging grades• Bell curves• Grading students in relation to one another• Letter grades K-8
KEEP
• Separate marks for progress and effort• Progress monitoring• Differentiation as a goal
CREATE• Uniform assessment system based on
proficiency• Student self-assessment• Growth Model of assessment• Communication system for explaining
grades to the community• Portfolio based assessment
NEXT STEPSWhere do we go from here?
1) Create a task force including the following personnel:• Facilitator• Administrator• Parents• Teachers• Students
2) Task force initial steps:
A: Determine the WHY
B:Develop common language and background
C: Professional development
D: Research other systems already in practice
3) Determine change system model• Criteria• Tools
4)Develop tools• Report cards • Rubrics • Indicators
5)Pilot new system• Feedback• Adjustments
6) Develop implementation plan