Category Archives: SBG

Assessment, Grading, & Reporting Thoughts for 2016-2017

One of my favorite educational topics is assessment.  It astounds me how little time is given to assessment, grading, and reporting in Teacher Ed programs when it is something that is of major importance in our job.  I have been a user of SBG for many years and have posted on it previously here, here, here, and here.  Below is my initial brainstorming for next year.  I welcome & encourage feedback! How do you grade and report? Does your department or school have requirements you must follow?

Mathews 2016-2017 Assessment Thoughts

IB 7 point scale – think I will need to convert to 100 pt scale due to Power School and parent/student understanding since I’d be the only one doing this.

One idea (Sources at bottom of this post give excellent IB descriptors): Note: I was reading that in the UK they start with 40 and move up instead of like the US starting with 100 and moving down. This makes me think of my “write your name for 50 points” as a way to circumvent the US 100 point scale which means less than 1/3 of available points are actually passing grades.

IB 100 point
7 100
6 90
5 85
4 75
3 68
2 60
1 40

 

  • Trend in grades vs. average in grades?
  • Tests, projects, and homework quizzes are only grades in powerschool
  • Tests have an overall rubric grade, not that each question is worth a certain number of points.
    • This is part of what will require a conversion to a 100 point scale
    • Could I use Haiku for the 1-7 scale & feedback, and then put in powerschool the 100 point conversion?
    • Students may request to retake a test.  This will be true of all tests, except the final exam.  There will be substantial work required to prove a student is ready to sit for the test again. Re-test will be on a specific date/time only, and will be outside of class.
  • Homework quizzes will also have an overall rubric grade
    • Due to low % of students completing homework, I will institute HW quizzes. HW quizzes will be short (2-3 questions) after something has been in the HW more than once to make sure students are understanding the practice work.  Questions will be taken from or very similar to the HW.  This will be a low % in the gradebook, more of an accountability piece for students (which I hate, loathe, detest).  Pop quiz or not pop quiz? Maybe both?
  • My typical SBG quizzes will be formative and without grades – potentially do the heat sheet or rubric grades in Haiku
  • Tests must be cumulative.
  • How would this fit with current math team grading guidelines?  My test grades would be higher than the % range, though would fall within the combined test/quiz % range.  Would it be acceptable if I’m prototyping, so mine is slightly different than others?  I will be teaching two stand alone classes, does that help?  Need to talk to math team about this and get their feedback.
  • How do I want to include the descriptors for behavioral items?  Would that be a standard way I would write mid-term comments; comments address the work habits rubric (1-4 scale – see the Leading school through Transformation Change link)?  Could I somehow meld the work habits and MVPS mindsets or the 4C’s work done by iD?  The source below about MYP grading has some good details about work habits descriptors and rubrics.
  • How much of this do I want hammered out before school starts and how much am I willing to allow student choice/voice/agency?  Does a syllabus have to be finalized on the first day of class?  Or can a teacher and students have a framework and figure out the details together?  Is it more appropriate to have Hon PreCalc have more voice & choice than Hon Alg 2 due to age & maturity of students? Scaffolding to learn how to make those types of decisions?  1st project of the year – create an ideal grading schematic? Would too many go traditional because it is what they “know”?
  • What if I use a 0-4 scale instead of 1-7?  Students and parents are more familiar with those scales.  I’m thinking 0, 1, 2, 3, 3.5, 4.  I have descriptors from my SBG rubric but I could do a combo of those descriptors and the IB descriptors.
0-4 Scale 100 point scale
4 100
3.5 92
3 85
2 70 or 75 (Would this be different for Hon vs. CP?)
1 50 or 60 (I like 50 better than 60)
0 0

 

What’s Homework (Individual Practice) Got To Do With It?

For the last 4 years I’ve taught primarily 9th and 10th grade students at an Independent School in Atlanta.  Before that, I was at a parochial school in Northern California.  Both situations have allowed me some latitude in trying new things, including grading and assessment.  I’ve been doing SBG for about 5 years now.  That has also meant moving to not grading homework, even for completion as is common for math teachers.  This past year, I did grade homework (only 5%) for my Algebra 2 CP class as another teacher also taught Algebra 2 CP and we wanted our grading to be similar.

A problem of practice that we both encountered was a small percentage of students actually even attempting their homework.  While there are always a few students with this struggle, I have never seen it so large, including with my Honors classes.  It was common for both of us to arrive at class and no more than 1/3 of the students had attempted their homework, both in the CP classes and Honors classes.

When I would ask students about this, the common response was that they had homework that counted for more of a grade in their other classes, so that was their priority.  Even though they would acknowledge that doing their individual practice work would greatly help them in understanding the material and on assessments, behavior didn’t change.  They would rather not do the homework, see how they did on a quiz, and then retake the quiz over and over if necessary.  As expected, this created a horrible cycle for them and me.  I didn’t assign a lot of homework, I mostly stuck to Steve Leinwand‘s 2-4-2 recommendation for a total of 8 problems.

I made modifications throughout the year to try and change this negative cycle.  Change #1 was to require students to fill out a form for a retake and do 3 separate learnings to be eligible for a  retake.  This didn’t make many changes to the cycle and students, quite frankly, lied and made up the separate learnings.  Next, I changed it so that if they wanted to take a retake, all the homework for that unit needed to be turned in.  So, they just stopped doing retakes altogether.  Again, this isn’t the result I was going for.  I tried having students coming in to make up homework during Enrichment/tutorial, but not all would show up.  Additionally, I don’t think I should need to force my students into doing their homework and take away my time from the students who really want my help.

How do others handle this? How do you motivate students to do homework? This cohort of students has similar struggles in other classes – how do we encourage change across the board for a cohort that has a lack of motivation?

 

MTBOS week 1: My class is different due to no F’s!

I’m a week behind, but this is my first post for the Exploring the MathTwitterBlogosphere challenge.  We were given two options and I chose to blog on the following:

  • What is one thing that happens in your classroom that makes it distinctly yours? It can be something you do that is unique in your school… It can be something more amorphous… However you want to interpret the question! Whatever!

My classroom is distinctly different this year than my previous years of teaching.  The difference?  No one is currently failing in any of my classes and no one has earned an F on a test!  I know?! Shut up & get out (picture Elaine from Seinfeld)!!

For most math teachers, this is quite a unique experience, and it is for me. I didn’t all of a sudden become some amazing teacher in which every single thing I do works and students totally “get it”.  I don’t have students that are heads and shoulders above students in past years.  I will say 4 of my classes are honors sections, but I’ve had students fail honors tests and classes, so that doesn’t tell the whole story.  Besides, I also teach the lowest math class in our high school.

I believe the reason for this no F’s is mainly from a new policy I’ve enacted around my Standards Based Grading Quizzes.  This year, students can only take their unit test once they have passed all skills for the unit.  In the past, students were encouraged and given the option to retake quizzes to have their grades reflect an increase in learning.  They could do this anytime in the semester.  Typically it happened in the last couple of weeks of the semester as they realized there was no extra credit and they were scrambling to raise their grades.  This was helpful for their final exam, but didn’t help them on the unit tests along the way.

Here is my semester grade breakdown:

40% SBG quizzes (unlimited retakes – must have all passing grades before taking the unit test)
30% Unit Tests (these are summative & can’t be retaken)
15% Semester Exam
10% Assignments (I don’t collect or check daily work – this is unit binders, occasional special assignments, end of unit journals, etc.)
5% WriteNOW! (school wide writing initiative)

Now that students must get passing grades on all quiz skills before the test, they do better on the test.  I’m not sure why I didn’t figure this out before – ha!

Another thing I’m doing this year, which I also believe accounts for no F’s, is tests start at a 50.  That is still 20 points away from passing.  Then I break the other 50 points down very specifically, based on Blooms.  For my honors classes, 25 points are Knowledge & Understanding, 10-15 points are Application & Analyzing, and 10-15 points are Synthesizing & Evaluating. For my on-level classes, 30 points are Knowledge & Understanding, 10 points are Application & Analyzing, and 10 points are Synthesizing & Evaluating.  They must know everything at a basic level to earn a C, at an intermediate level to earn a B, and at an advanced level to earn an A.  This year, it’s easier to earn a C on my tests (due to starting at a 50), but more challenging to earn an A.

The final difference this year is my classes are somewhat self-paced.  I go at a “typical” pace.  Have assignments at a “typical” pace.  Have quizzes & tests at a “typical” pace.  However, if students don’t feel ready to take a quiz, they can delay.  If they don’t feel ready to take the test, they can delay.  There is a time limit.  They have a one week extension.  This is why I say somewhat self-paced. As I teach 9th & 10th graders, I think they need those deadlines so they don’t save it all for the end of the semester. Plus, in work situations, we have deadlines, but are allowed to work at our own pace to get to that deadline.  So, they have some freedom & flexibility, but aren’t allowed to completely sabotage themselves.

Now, I know that even if I was doing this last year, I would have still had a couple of failures.  I had two students who did retake quizzes often and just kept failing over and over.  They needed a lower math class and were in the lowest we offered. However, if students are appropriately placed and spec. ed students getting the appropriate resources, I believe these policies will encourage learning at a higher level.  This will then result in grades that reflect that higher level learning.

SBG for 2013-2014

As I mentioned in an earlier post, SBG in my classroom continues to evolve. I’ve been working on this year’s iteration and think I have it completed.  My main changes:

  • Students are required to reassess on any skill that is lower than a 70 before they are allowed to take the unit test.
  • I will be checking to make sure students have done additional learning before taking a reassessment – this avoids wasting their and my time.
  • I associated Bloom’s Levels (original) to the rubric.

Here is my new letter to parents and rubric.  Would love any feedback.

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My history and iterations of SBG, Standards (Skills) Based Grading

Back in early 2011, I was home sick from school one day.  What does a teacher home sick do? Well, they read education blogs of course! (at least that’s what I do).  I spent the day in bed reading Dan Meyer (@ddmeyer), Shawn Cornally (@ThinkThankThunk), and Frank Noschese (@fnoschese).  I went back to school energized to try SBG out.  My awesome administrator from  CCCS, Grant Padmos, helped me to re-word what I got from Frank Noschese’s site and I implemented it immediately.  I decided to call it “Skills” Based Grading instead of “Standards”.  I didn’t like that the word standards implies that they would be school or state standards.

Here are the various iterations of what I’ve done.

2010-2011: original version


2012-2013: I had 2 versions.  In both I’ve moved from the 0-4 scale to use a scale that matches grades, 0-100.  Version 1 said quizzes would be unannounced, which was inaccurate, because I announced all quizzes.  Also, version 1 had 95 as max score on 1st time and need to repeat perfection twice to get 100.  I changed that in version 2 so that students could get 100 the first time. The other big change in version 2 (for second semester) was a limit to 10 retakes total for the semester.  I wasn’t counting on the enormous amounts of students who got 80’s, 85’s, and 90’s, wanting to do retakes.  This was my first year at a new school and that was a different experience from my former school. It became a time issue for me and I couldn’t keep up, hence the limit to 10 per semester.

version 1:


version2:

2013-2014: still working on it

Grading, Assessments, and Bloom’s

I know I’m supposed to do the obligatory “this is my first post, yada, yada” but that stuff is in my About page if anyone is interested.

For the last couple of years, I’ve done both the flipped classroom and SBG quizzes (still have summative tests). I don’t flip every lesson, but I like the time it frees up in the classroom and students not having long homework problem sets.

Based on reading and conferences, I want to also do self-paced and mastery learning.  I like a lot of how Graham Johnson (@math_johnson) sets up his courses and this document definitely impacted me.

Here are my thoughts for 2013-2014:

1. No grades on assignments/practice.  I used to grade for completion. Kids would just make stuff up to have it “done”.

2. Students will have a complete by date for each unit.  We will go through as a class at a typical rate, but faster & slower students can have a different pace if needed.

3. For any skill on an SBG quiz under 70, a student must retake until they get at least a 70 on all skills for that unit before they can take the Unit Test.  This helps with the issue of “I allow students to do retakes, but the ones who need it most never do it.”   I’m thinking for my Honors classes, I may move that to 75 or 80.  If Honors student regularly get below 80, then I tend to think they are in the wrong class.

4. The tricky part and where I have the most questions.  I’ve been wanting to tie everything to Bloom’s (thinking of the original taxonomy).  Originally my thought was C = Knowledge & Comprehension, B = Apply & Analyze, A = Synthesize & Create.  For example, when we do practice out of the textbook, students would be told which are A, B, & C problems and to do enough of each to make sure they understand the material at the corresponding level. Then, on SBG quizzes and Unit tests, there would also be A, B, & C type problems.  (I already do 3 levels of problems on my SBG quizzes). So, if you can do basic recall and calculation, you earn a C.  If you can apply to more challenging situations & analyze, you earn a B. If you can synthesize and create, you earn an A. I think this also differentiates instruction and assessment for various learners, but maybe I’m wrong or missing something.

  • a. Tests for on-level classes would start at a 50 (no one can get below that) & there would be about 25 points of C problems, 10-15 points of B problems, 10-15 points of A problems.  (side note: Our school doesn’t have D’s, 70 and above is passing.)  Not sure if I would start honors classes at 50, or just make the C level problems worth massive points each so they have to earn every point.
  • b. When I read Bloom’s, it seems like much of what we do in our classes have the nouns & verbs of Apply & Analyze.  For math, I think that Comprehension could be the basic calculations with very few steps. So, C level would be recall of formulas, definitions, matching, and basic calculations.  However, I recognize I might be stretching it to try and make it fit what I want.
  • c.  Where does graphing fit? It seems like even basic graphing might be at the B level. Or, could plotting a graph with points be Comprehension (C level), then analysis of that graph would be B? Being given a graph and creating a story for it or analyzing what it could describe – A or B level?
  • d. Should I just stick with C = recall of formulas, definitions, matching, and basic calculations, B = calculations with more steps, simple application problems, A = advanced application problems?  Those were my initial thoughts, but wasn’t sure that lined up to Bloom’s properly.
  • e. Does anyone have a Bloom’s list of nouns/verbs that is math specific? I searched google and found little.

Thanks for reading if you made it this far! I really am looking for feedback and would appreciate the thoughts of others. 🙂