Tomlinson+on+Grading+and+Assessment

Paula's notes from a Carol Ann Tomlinson UVA presentation in 2005: Some key issues related to grading and DI The power of grades to impact students' lives creates a responsibility for giving grades

?s about grading and academic diversity: Spelling bee (cave versus Australopithecus)
 * in what ways do our current grading systems motivate struggling readers to persist in the face of difficulty
 * is there an opportunity for struggling learners to encounter excellence in grading?
 * Do they teach our brightest to struggle in the face of difficulty
 * What is fair in school? Making sure everyone is treated exactly alike?

What keeps us going as learners?


 * Success/effort ratio needs to be in balance**


 * 1) If success is heavier, kids learn to be lazy
 * 2) If effort is heavier, kids tend to give up

For many other students, year upon year of not good enough has resulted in a mind numbing malaise. What role should grades play in regard to the success to effort ratio? Can we do anything to moderate the negative effects of grading?


 * Some key principles of effective grading:**

From a measurement perspective: 1. Grades are reliabl--’over time the results would be relatively the same for the same kid 2. Valid--we measured what we meant to measure 2. X-T+E 1. The observed score= the true score and error 2. To ensure that our grades are as close as possible to the true score 3. To minimize errors we need to attend to:
 * Grading variables: eliminate any confusion about what the student will be expected to KUDâ€’is the learning target clear?
 * Reporting variables
 * Knowing the kids variable

1. It’s unwise to over-grade student work. Coaches don’t grade practice--they come in the game or at the recital. 1. Never grade pre-assessment 2. Grade ongoing assessments sparely (students need opportunity to practice, analyze work, and learn from errors in a safe context 3. Use summative assessment as primary data for grading
 * Six Principles Of Effective Grading And Reporting**
 * Grades should be based on clearly specified learning goals
 * Grades should be criterion-based, not norm-based

1. In norm based grading systems, the human factor suffers: i. There will necessarily be winners and losers competing for scarce rewards ii. The implications for learning environments are predictably negative iii. The outcomes for both struggling and advanced learners carry high negatives as well. 2. Clarity of communication suffers: i. A could be the best/worst ii. Could be s/he knows the stuff but doesn't look so great compared to others

1. Data used for grading must be valid--measure what we intend to measure-- and must be free of grade fog (talk in class removes points, name on paper reduces grades, etc.). 2. Grade later in the learning cycle rather than earlier (earlier booboos shouldn't pull down eventual mastery) 3. **When it’s time for report cards practice 3-P grading** Students, parents and others deserve to know the extent to which the learner has learned agreed upon goals Using SINGLE letter grades with no clear meaning is the issue.

Carol's Ppt from ASCD 2002
 * 3 Ps of grading and reporting**
 * **Performance (based on criteria and performance standards)**
 * **Progress (progress/improvement)**
 * **Process (work habits, effort, attitude)**

1.Identify the essentials of the unit/study What students must: As a result of the unit/study 2. Identify one of more format or “packaging options” for the product: 3. Determine expectations for quality in: 4. Decide on scaffolding you may need to build in order to promote success: 5. Develop a product assignment that clearly says to the student: 6. Differentiate or modify versions of the assignments based on: 7. Coach for success!
 * Creating a Powerful Product Assignment**:
 * Know (facts)
 * Understand (concepts, generalizations)
 * Be able to do (skills)
 * Required (e.g. poetry, an experiment, graphing, charting)
 * Hook
 * Exploratory
 * Talent/passion driven
 * Content (information, ideas, concepts, research materials)
 * Process (planning, goal-setting, defense of viewpoint, research, editing)
 * Product (size, construction, durability, expert-level expectations, part
 * Brainstorming for ideas
 * Developing rubrics/criteria for success
 * Timelines
 * Planning/goal-setting
 * Storyboarding
 * Critiquing
 * Revising-editing
 * You should show you understand and can do these things
 * Proceeding through these steps/stages
 * In this format
 * At this level of quality
 * Student readiness
 * Student interest
 * Students learning profile

It is your job, as teacher, to make **explicit** That which you thought was **implicit**