Moss - Kansas World Language Association

Report
STANDARDS BASED GRADING IN KANSAS:
A CSCTFL EXTENSION WORKSHOP
Grant D. Moss [email protected]
Adaptado de:
Making Standards Based Grading Work in Your World Language Classroom
Jenni Highfill [email protected]
Kim Lackey [email protected]
Denise Pahl [email protected]
http://eurekaworldlanguage.wikispaces.com/
1. WHICH OF THE FOLLOWING ARE
CURRENTLY REFLECTED IN GRADES IN
MOST CLASSROOMS IN THE U.S.?
A. how well students behave in class
B. how well students can take tests
C. if students are responsible and do their homework
D. if students participate in class
what students know and are able to do
F. group work and projects that students do
G. student attitudes towards the class
H. extra credit
I. if students bring their materials to class each day
J. all of the above
E.
2. WHAT DO YOU THINK GRADES
SHOULD REFLECT?
A. how well students behave in class?
B. how well students can take tests?
C. if students are responsible and do their homework?
D. if students participate in class?
what students know and are able to do?
F. group work and projects that students do?
G. student attitudes towards the class?
H. all of the above?
E.
3. WHAT DO WE THINK GRADES
SHOULD REFLECT?
We believe grades should reflect what
students know and are able to do.
What should count in a
grade?
 Vocabulary Assessments
 Grammar Assessments
 Speaking Assessments
 Listening Assessments
 Reading Assessments
 Writing Assessments
 Work that is graded
 Work that shows
what a student
knows and is able to
do
What shouldn’t count in
a grade?
 Participation
 Behavior
 Homework completion
 If you brought your book
to class
 Extra credit for extra
work
 Extra credit for bringing in
a box of Kleenex, etc.
 Attendance
 Group work grades
EHS SPANISH GRADEBOOK
CATEGORIES AND WEIGHTS
Interpersonal Communication
• Speaking
• Writing
20%
Presentational Communication
• Speaking
• Writing
20%
Interpretive Communication
• Reading
• Listening
• Viewing
20%
Linguistic and Cultural Competence
•
•
•
•
Vocabulary Assessments
Grammar Assessments
Pronunciation Assessments
Culture
40%
WHAT DO WE DO ABOUT
NON-ACADEMIC BEHAVIOR ISSUES?
 Failure to complete assignments
 Turning work in late
 Coming to class unprepared
 Attitude problems; lack of cooperation
 Not working up to potential
 Falling asleep in class
WHAT DO WE DO ABOUT
NON-ACADEMIC BEHAVIOR ISSUES?
We deal with them as BEHAVIOR issues with
behavioral consequences.
 Talk to the student
 Behavior modification tools (getting planner signed, reward
system, physical proximity, seating chart adjustment, etc.)
 Phone call or e-mail home
 Mandatory academic tutoring
 Detention
WHAT ABOUT LATE WORK?
What about when they get to college and
their professors don’t accept late work?
Why not just take off a letter grade for
every day that it’s late?
What about teaching kids responsibility?
What about the real world?
HOW IS IT FAIR TO MAKE THE ENTIRE
GRADE BASED ON ASSESSMENTS ONLY?
We believe that ALL students can learn, just
not always at the same rate.
Students need to be held accountable for
learning the material.
Students who do not demonstrate
proficiency are given opportunities to learn
the material and re-assess.
OPPORTUNITIES FOR RE-ASSESSMENT
 Designed for students who do not demonstrate
proficiency (not prepared to move forward in their
learning)
 Same format with different prompts or words.
 Must be done outside class time – generally before or
after school
 Students must complete additional practice prior to
reassessment.
 2nd grade counts – most recent evidence of what
students know and are able to do
Contract for Reassessment, Delayed or Make-up Assessment _
EHS WL Dept.
Please complete and sign below and return to your teacher today before the end of class.
 DeNure
 ASL
 I
Name:
 Durante
 French
 II
 Hause
 German  III
 Highfill
Class Period: Date of Contract: Due date:
 Latin
 IV
 Krinski
 Lackey
 Spanish  AP - V






Landrum
Oberg
Pahl
Staszcuk
Weitzel
Whiteford
You are receiving this notice regarding the _______________________________________________ quiz because you:
 have not demonstrated proficiency on this skill.
 chose not to take the quiz / test on the scheduled date.
 were unable to take the quiz / test on the scheduled date due to absence.
To be eligible to re-take the assessment, you must complete the following activities and re-take the assessment.

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________
I will complete the required activities above and come in to re-take my assessment on:
___________________, ________________________ at ______:________.
Day
Date
Time
REPORT TO:
 WL AcLab in Room 721
 Room ___________
Please see posted schedule for days and time that the World Language AcLab is open.
I understand if I do not come in for this reassessment, I may be assigned an Academic Detention.
Signature: ____________________________________________________________
TAKING THE
MYSTERY OUT
OF ASSESSMENT
 Share unit goals with
students at the
beginning of the unit.
 Share rubrics with
students before
assessments.
 Provide practice and
feedback before the
assessment (practice
quiz, skills practice,
etc.)
USE QUALITY ASSESSMENTS
What should be assessed in a World Language
classroom?
Are the purposes for your assessments clear? Are
they clear to the students?
Do your assessments match the goals you have for
your students?
What do quality assessments look like?
What are some of the problems with using
assessments produced by textbook companies?
TEXTBOOK ASSESSMENTS?
Pros
Cons
 Convenient, Time-saver
 Static – PDFs, difficult to modify or correct
 Creates consistency among

teachers

 Aligned with other book
resources
 Often include visuals, audio,
and short readings
 Usually objectives are clearly
stated





mistakes
Not tailored towards your students
Generally do not include a scoring guide;
Guidelines for scoring are questionable
Poor quality feedback
Don’t grow with current society
(vocabulary, concepts, culture)
Difficult to “save as” and make a practice
quiz / retake quiz, Form A/B
Test security becomes an issue
Teacher has no control over the blueprint
of the assessment
TEACHER-CREATED ASSESSMENTS
For each assessment….
 Reflect on which specific skills should be tested. Discuss
and create the criteria for the rubric.
 Create assessments on which students demonstrate
those skills
 Create a rubric that communicates the differences
between performance levels
 Use the rubric to evaluate students’ skills and give
detailed feedback to students.
 Analyze and share results. What do we do if they got it?
What do we do if they didn’t get it?
COMMUNICATION RUBRICS
PRESENTATIONAL COMMUNICATION
 WRITING
 SPEAKING
INTERPERSONAL COMMUNICATION
 SPOKEN
 WRITTEN
INTERPRETATIVE COMMUNICATION
 READING
 LISTENING
PRESENTATIONAL COMMUNICATION
Students present information,
concepts, and ideas to an
audience of listeners or readers
on a variety of topics.
INTERPERSONAL COMMUNICATION
Students engage in
conversations, provide and
obtain information, express
feelings and emotions, and
exchange opinions
INTERPRETIVE COMMUNICATION
Students understand and
interpret written and spoken
language on a variety of topics
OTHER RUBRICS
 GRAMMAR
 PRETERITE AND IMPERFECT CONJUGATIONS
 INFORMAL COMMANDS
 VOCABULARY
 COMPREHENSION
 PRODUCTION
 PRONUNCIATION
 LIFE-LONG LEARNING PROJECTS (COMMUNITIES STANDARD)
I AM WORRIED ABOUT MY GRADE

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