Student Performance: What is your student Response System telling you?

2012Summer Institute

STUDENT PERFORMANCE: WHAT IS YOUR STUDENT RESPONSE SYSTEM TELLING YOU?


FRESHMAN GRADES MATTER

*Consortium for Chicago

School Research (CCSR)


FRESHMAN GRADES MATTER

Virtually all students with less than a “D” avg. fail

to graduate

Virtually all students with a “B”

avg. or higher graduate in 4 years

Prediction is less certain among

students with D+, C- , C

*Consortium for Chicago

School Research (CCSR)


GRADES MATTER

• The factor that is most important for graduation is under the influence of schools– Schools vary considerably in how well they help

similar students achieve good attendance and grades

– Schools with specific features are most successful – personalization, connection of school to success in life, and instructional coherence.

CONSORTIUM ON CHICAGO SCHOOLS RESEARCH


SUCCESS IN COURSES MATTERS

• A study in Chicago has shown that GPA is the strongest predictor of college graduation.– Over 60% of students who graduated with a

3.6 or higher completed a four year degree within six years compared to slightly more than a quarter with GPAs between 2.6 and 3.0

CONSORTIUM ON CHICAGO SCHOOL RESEARCH 2006


INDICATORS FOR STUDENTS WHO HAVE FALLEN OFF-TRACK

Core courses

Off-Track Report Card grade of F

Sliding Report card grade of D

On-Track Report card grade of A, B, C


STUDENT PERFORMANCE

• […] the most effective grading practices provide accurate, specific, timely feedback designed to improve student performance (Marzano 2000, 2007; O'Connor, 2007).


REPORT CARD CONFERENCES

• Goal is to have a positive conversation with the student about their performance and how they can improve.

• Blue paper – You are the adult, possibly a business leader, teacher, CIS or CY staff member, community partner, etc.

• Salmon paper – You are the student.


REPORT CARD CONFERENCES


HOW DID I END UP WITH THIS GRADE?

Tests, quizzes, homework, classwork, projects, attendance, etc.

Report Card Grade

Core coursesOff-Track Report Card grade of FSliding Report card grade of D



INTERVENTION IS THE MOST IMPORTANT PART

• Effective grading practices• Our collective and individual roles:

Feedback for students– “The most powerful single innovation that

enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.” – John Hattie

• Coordination of feedback and performance measures– Team meetings and EWI meetings


WHAT INFLUENCES STUDENT ACHIEVEMENT? - ANALYSIS OF 8,000 STUDIES

• Strongest Influence was Student Expectations-This was three times as powerful as teacher expectations

• Second was Teacher Credibility in Eyes of Student- This was five times as powerful as matching teaching with student learning styles

• Fifth was Teacher-Student relationships-This was three times as powerful as reducing class size


CHALK TALK ON EFFECTIVE GRADING PRACTICES

• Orange Copies: Grading on the Curve• Blue Copies: Selecting Valedictorians• Purple Copies: Grades as a Form of

Punishment• Green Copies: Using Zeroes in Grading

Take a marker that is the same color as your article. On the chart paper, write something that resonates with you from the article. Engage in a silent conversation on the chart paper and read about others topics while there.


WHICH OF THESE WORK BEST?

• Presented by Doug Reeves, Brian McNulty, and Nicole Law at the Leadership and Learning Center

Impact on Learning Effect SizeFormative Assessment .90Feedback .75Homework .29Class Size .21


PROVIDING INFORMATIVE FEEDBACK


LEVELS OF FEEDBACKTASK AND PRODUCT

Your goal was to structure your account in such a way that the first thing you wrote was the first thing you did. Then you were to write about the other things in the same order that happened.

You’ve written the first thing first, but after that it becomes muddled. You need to go through what you’ve written, number the order in which things happened and rewrite them in order.


LEVELS OF FEEDBACKPROCESS

You are asked to compare these ideas. You could try to see how they are similar, how they are different….How they relate to each other?


LEVELS OF FEEDBACKSELF-REGULATIONLEVELS OF FEEDBACK

I’m impressed by how you went back to the beginning of the sentence when you became stuck on this word – but in this case, it didn’t help. What else could you do? When you decide what it means, I want you to tell me how confident you are and why?


DO DOGS OR CATS MAKE BETTER PETS? WRITE A PARAGRAPH WITH A CLEAR TOPIC SENTENCE, A CONCLUDING SENTENCE AND THREE DETAILS.


TYPES OF FEEDBACK

Feedback• Your topic sentence and

concluding sentence are clear and go together well.

• You used a lot of details. I count seven different things you like about dogs.

Impact• These comments

describe achievement in terms of the criteria for the assignment. They show the student the connection to the criteria for good work.


TYPES OF FEEDBACK

Feedback

Your paragraph makes me wonder if you have a dog who is playful, strong, cute, and cuddly. Did you think about your own dog to write your paragraph? When you write about things you know, the writing often sounds real like this

ImpactThis comment would be especially useful for a student who had not previously been successful with the writing process. The comment identifies the strategy the student has used for writing and affirms that it was a good one. Note that "the writing often sounds genuine" might be better English, but "real" is probably clearer for this student.


TYPES OF FEEDBACK

Feedback

Your reasons are all about dogs. Readers would already have to know what cats are like. They wouldn't know from your paragraph whether cats are playful, for instance. When you compare two things, write about both of the things you are comparing.

Impact

This constructive feedback criticizes a specific feature of the work, explains the reason for the criticism, and suggests what to do about it


TYPES OF FEEDBACK

Feedback

Did you check your spelling? See if you can find two misspelled words.

ImpactThese comments about style and mechanics do not directly reflect the learning target, which was about paragraphing. However, they concern important writing skills. Their appropriateness would depend on how strongly spelling, style/usage, and word choice figure into the longer-term learning targets.


TED’S CAFE

What is the probability that a customer will order a combo that includes a chocolate chip cookie?

Ted’s CaféLunch Menu

Sandwiches Vegetables Cookies Grilled Cheese Carrots Chocolate Chip Hamburger Corn Oatmeal Turkey


HOW DID I END UP WITH THIS GRADE?

Tests, quizzes, homework, classwork, projects, attendance, etc.

Report Card Grade

Core coursesOff-Track Report Card grade of FSliding Report card grade of D



JOB-A-LIKE

• What opportunities are coming to your mind about using assessment/feedback in your role?

• How does this connect to the structures in a DN school (team meetings for EWI and other, coaching, professional development, student supports, events)?


WHAT IS MY ROLE IN GRADING/ COURSE PERFORMANCE?

• City Year– How to provide informative feedback

• Communities In Schools– Connecting effort to success– Mentoring initiatives-RCC

• Talent Development & School– Building grading consistency– Implementation of research based grading

practices– Coordinating feedback among staff, partners,

and students


REPORT CARD CONFERENCES…REVISITED

• What would you change about the original conversation that you had?

• How are you thinking about approaching the idea of success in course performance in your role?


Please sort your M&M’sby any criteria other than color.


AGENDA

• Focus on Course performance (Johann) – 5 min• Report card conference (Johann) – 15 min• How did we end up with this grade/How do I

intervene? (Johann) – 1 min• What does performance mean? (Linda)

– Grading policy – 15 min– Series of tasks of increasing levels (M&Ms) – 15 min– Formative assessment – 20 min

• DN – Where do we provide feedback? – 12 min• RCC V.2 – How do I see this differently? (Johann) – 5

min

SAMPLE STUDENT TASK

Use what you know about probability to justify your answer.

Ted’s CaféLunch Menu

Sandwiches Vegetables Cookies Grilled Cheese Carrots Chocolate Chip Hamburger Corn Oatmeal Turkey

Ted’s Café

A lunch combo at Ted’s café consists of one sandwich, one vegetable and one cookie.

What is the probability that a customer will order a combo that includes a chocolate chip cookie?

Answer: ___________________________

Taken from Milwaukee Mathematics Project

Informative Feedback SamplesMatch the descriptive feedback to the student work. Indicate to the student, “The anticipated answer is 6/12, 6 out of 12, 6:12, ½, 1 out of 2, 1:2 or 50%”

I see a nicely organized list of all possible combos. What are some ways we practiced providing a written explanation in class that you might use here?

You accurately identified 7 menu choices. How does the number of menu choices affect the number of possible combos?

You accurately identified there is 1 cookie choice that is chocolate chip. I am unclear how you determined there were only 3 combos. How might you use a strategy we practiced in class to support the number of combos?

You clearly explained your reason for determining a probability of ½. How might you determine the probability of picking a combo with grilled cheese and chocolate chip cookie?

I see all the combos that have a chocolate chip cookie nicely organized to support the 6 in your fraction. How can you use one of the strategies we discussed to further support the 12 in your fraction?

You accurately identified there are 6 combos with chocolate chip cookies. That was the hard part. Now, could you use the same reasoning, to correctly determine the denominator in your probability?

Let’s talk during small group time.

Adapted from Milwaukee Mathematics Project

Documents

Student Performance: What is your student Response System telling you?