CCSA Slides 2015
- 1. Grading Practices: Reflective Conversations with Educators Collaborative Conference on Student Achievement March 2015 Presenters: Mrs. Jan King (NCDPI) & Dr. April Spencer (WRESA)
- 2. Why should we talk about this?
- 3. Our thinking… • Our customers deserve to know what a grade means. • Grades are more transparent than ever before. So, what they mean should be clear. • A leader’s philosophy on grading practices should not be a mystery. • Common sense is not always common.
- 4. Our thinking… • Our customers deserve to know what a grade means. • Grades are more transparent than ever before. So, what they mean should be clear. • A leader’s philosophy on grading practices should not be a mystery. • Common sense is not always common.
- 5. Our thinking… • Our customers deserve to know what a grade means. • Grades are more transparent than ever before. So, what they mean should be clear. • A leader’s philosophy on grading practices should not be a mystery. • Common sense is not always common.
- 6. Our thinking… • Our customers deserve to know what a grade means. • Grades are more transparent than ever before. So, what they mean should be clear. • A leader’s philosophy on grading practices should not be a mystery. • Common sense is not always common.
- 8. Format for Today: • Discussion starters • Customize ideas for your school/district
- 9. Talk It Out: Making Sense of Grades
- 12. Scenario #3: High SchoolThe3QuestionQuiz Perfect = 100 Miss 1 = 67 Miss 2 = 34 Miss 3 = Zero
- 13. Which scenarios will you use?
- 14. Student Voice: What is your grading pet peeve?
- 15. Which are your building’s grading pet peeves? Can you survey and share?
- 16. What do the experts say?
- 17. Dr. Ken O’Connor
- 18. How confident are we that our grades are consistent, accurate, meaningful, and supportive of learning?
- 19. Dr. Rick Wormeli
- 20. Myth-busting: “Preparing you for the real world…”
- 21. How confident are we that our grading practices represent hope and growth mindset?
- 22. Which student do you want to pack your parachute?
- 23. Lynn Canady’s Work on Averaging “Averaging is not typical of the working world; for example, we do not average praxis scores when teachers re-take tests or when lawyers re-take the bar examination.”
- 24. Revisiting Classroom Formative Assessment Practices
- 25. From the NC Code of Ethics: Which statement is truly found there? 1. Educators have academic freedom to assign grades to students based on an approved system of the educator’s choosing that is fair and research-based. 2. The educator evaluates students and assigns grades based upon the students’ demonstrated competencies and performance. 3. Educators routinely communicate student progress using progress reports and report cards to inform parents and guardians of student performance.
- 26. From the NC Code of Ethics: Which statement is truly found there? 1. Educators have academic freedom to assign grades to students based on a personal system of the educator’s choosing that appears fair and research-based. 2. The educator evaluates students and assigns grades based upon the students’ demonstrated competencies and performance. 3. Educators should routinely communicate student progress using progress reports and report cards to share grades with parents and guardians.
- 27. Using a Case Study
- 29. And yet another
- 30. Are we being proactive or reactive with these conversations about grades?
- 31. Contact us: Dr. April Spencer WRESA aspencer@wresa.org (828) 418-0011 Mrs. Jan King NCDPI jan.king@dpi.nc.gov (828) 606-0177
- 32. http://www.cvent.com/d/hrq907/3B Please take a few moments to evaluate this session! Your feedback is important.