What is an A? Assessing for Mastery. Grading for Learning. - PowerPoint Presentation

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What is an A?

Assessing for Mastery. Grading for Learning.

Severe Weather

DesignatedRoom HBathroomsSouth Work RoomAdequateDahl/Flenthrope officeStorage Closet in Atrium Hallway (custodian closet)Basement stairway avoiding the top and bottom stepseAcademy office

Implementation!

Philosophical Chairs

AVID Strategy to encourage students to speak in front of others while advocating for a position or belief.

The room is broken into 3 sectors:

Pro Section – Area of the room where student who

AGREE

with the statement gather.

Con Section – Area of the room where students who

DISAGREE

with the statement gather.

Fence-

Straddlers

– Area of the room where students gather who have yet to form an opinion.

Only one person can speak at a time; they only have 20-30 seconds to make their case.

Game switches sides after each comment; no arguing.

If someone’s ideas change your mind, you may change sides or get off the fence. When you do, you must explain why you changed.

Purpose of Grading (Really Evaluating)

To communicate achievement status to

parents

.

To provide information to

students

for self-evaluation.

To

evaluate

the effectiveness of

instructional programs

.

To

select, identify or group

students for instructional purposes.

To provide

incentives

for students.

To document students lack of effort or inappropriate responsibility.

Dr. Thomas

Guskey

, 2016

Philosophy of Grading

Grading is

NOT

essential to the instructional process. Teachers can teach and students can learn without grades!

Checking IS essential as a diagnostic tool. Teacher acts as an

advocate for learning

instead of judge and jury.

The appropriateness of a grading method depend on the

purpose

.

Grading and reporting should ALWAYS be in reference to

learning criteria

, never “on the curve.”

Use informed

professional judgement

instead of mathematical algorithms.

Dr

. Thomas

Guskey

, 2016

What is “proficiency?”

Must be determined at a local level

Must be informed by standards

Should be informed by later grade requirements

May be informed by standardized tests

What is in a grade?

What would David’s grade be?

This student has been working on a standard for a few weeks…

Breakout sessions

5:00-5:15

5:20-5:35

5:40-5:55

Room A

Ryne Huff

Rich Wilson

Pop Out Sessions – Is there an assessment or grading topic NOT on this schedule? Come to this session and it will be addressed!

Pop Out Sessions – Is there an assessment or grading topic NOT on this schedule? Come to this session and it will be addressed!

Pop Out Sessions – Is there an assessment or grading topic NOT on this schedule? Come to this session and it will be addressed!

Room B/C

Jenna Kuder

Angel Sanford

Zeros in the Gradebook

Zeros in the Gradebook

Zeros in the Gradebook

Room E

Abigail Crane

Standards Based Grading

K-12

*If you attend this session, this will be your only session

Room G

Ann Addison

Providing Feedback that Moves Learning Forward

Providing Feedback that Moves Learning Forward

Providing Feedback that Moves Learning Forward

Room H

Andy Heinicke

Kathy Easterly

Grading Students with Disabilities

K-12

Grading Students with Disabilities

K-12

Grading Students with Disabilities

K-12

Conference Atrium –Big Table

Brandi Michaelis

Kelly Tines

Grading & Grade Cards in Kindergarten

K only

Lesson Planning Follow-Up

K-12

Lesson Planning Follow-Up

K-12

Conference Atrium – Soft Seating East

Assessment & Grading for Art, Music & PE

Assessment & Grading for Art, Music & PE

Assessment & Grading for Art, Music & PE

Library Atrium (South)

Becca Stanley – Elem

Kristen Potter – Sec

Karen Supica - SPED

Synergy

K-12

Synergy

K-12

Synergy

K-12

Library Atrium (East)

Emilee Klebba

Kristin Easley

SPED Data Collection

SPED Data Collection

SPED Data Collection