Jan 20, 2012 Compromises and Behavioral ideas

Compromise

We high school folk have begun the momentous task of compromising into a consistent form of this grading system to be used by all of us.  So far, we have decided to use a 4-0 scale, utilizing the following descriptions to define each level

·         4: Exceeding Standards; Fully consistent demonstration of knowledge, fully independent, No conceptual errors, solid understanding of content and application of content, synthesis of outside knowledge, use knowledge in problem solving unique situations and justify your answer

·         3: Good Enough: Meeting standards; Can apply knowledge, NO AID, Fully Independent, minimal/occasional conceptual mistakes, justify answers

·         2: Some application, rudimentary application of knowledge; Basic comprehension; Inconsistent/minimal aid used, missing/neglecting some important details

·         1: Minimal Knowledge; Something there; Can do something, substantial aid required; cannot do it independently

·         NTY: Not enough information to assess; No relevance to content, Fully inaccurate, inaccurate approach.

A             3.81-4.00

A-           3.61-3.80

B+           3.41-3.60

B             3.21-3.40

B-            3.00-3.20

C+           2.68-2.99

C             2.34-2.67

C-            2.00-2.33

D+          1.68-1.99

D             1.34-1.67

D-           1.00-1.33

F              .99-NTY

I had set up a 4 point scale for my astronomy class this year but I had set a 2 as proficient, good enough.  After much discussion, we decided to move proficient back up to the 3, B level work, as the requirement for “proficient level work”.  As I move through astronomy, I am agreeing with that decision more and more.  Originally I had been the proponent of two levels above proficient as that means to really excel but practically, it is really bloody difficult to differentiate between great and awesome.  The history teacher involved in all this has been a big proponent of having two levels below proficient to allow students a means of progression towards proficient, where in the scale with 2 as proficient they end up stuck at a 1 forever. 

Behavior

Our biggest difficult is what to do about behavioral issues.  Ideally, there would be two separate grades for each student--an academic grade and a behavioral grade—thus allowing the two independent ideas to remain independent.  However, we cannot have a standards based report card for some time, which means it would have to be averaged back together, leading us back to one of the issues of current grading practice where behavior impacts non-behavior scores.  So, I am going to attempt behavioral consequences/rewards for behavioral issues.  This might not be so easy for a course where behavior is integral, like a music class, but I think it will be effective in my science classes.   I intend to try out the rewards program this semester.  I do not feel it is fair to introduce consequences (I dislike the word “punishment”)  at this late date.  My idea is to offer a “push pass” to students who turn in all assignments for a chapter.  This includes lab reports, specifically assigned homework or practice, or any other assignment that the teacher requests to be turned in.  This “push pass” would allow the student to “push” a test back a day.  It is an individual reward, not a class based one.  This would be done during class time but again, I deal with upper level students who would be able to make up work easily and there is after school tutoring available too.  I have never had a problem with test security and usually have multiple versions of a test.  Plus, most of my tests are more . . . creative. . . uses of the information that are difficult to explain to another student.  A second idea was a “class pass.”  The upper level students I have are all taking very difficult classes in addition to mine.  Some days I have to take their Bio II or calculus notes away from them so they will focus on my class and not the test they have later.  This pass would require them to have demonstrated mastery of the concepts of this standard.  Students would then be allowed to either go to the library or sit in the back of the class to study the other subject they have.  All these passes have consequences of sorts but it allows the student to decide what is the priority right now.  If it doesn’t work, I will attempt to think of some other rewards. 

Questions for Consistency

As I mentioned, several other teachers are going to be piloting the same system as me, well a similar system.  One of the greatest complains with points grading is the inconsistencies.  Thus, we want to make sure we, as a group, are consistent in our implementation of SBG and AFL.  Here are a few of the issues we need to address:

·         Number of levels

o   I use a 5-1 scale.

o   4-1 is used for EOC’s

o   4-0 has been suggested, as has 5-0

·         Zeros

o   I’ve been putting in 1’s for no data but I dunno about the logic of that. . .

o   Will we use them at all? 

o   How will we use them?

·         Missing/late work

o   This pertains particularly to missing/late summative grades like papers, presentations and lab reports.

o   Again, I am using 1’s for assessments

o   For homework and practice, I grade anything any time they turn it in. 

o   Zeros?

o   Rules for accepting it?

·         Retakes

o   I allow retakes on everything, given the completed retake ticket.

o   Allowed on all tests? Some tests?

o   Protocol for retakes?

o   Full credit, partial credit, no credit?

o   Admission price?

·         Homework policy

o   For me, it’s just practice

o   Just practice?

o   Part of summative grade?

o   Recorded? Not recorded?

o   Collected and graded or not?

·         Percent conversions

o   Basically, 5=A+, 4=A-, 3=B-, 2=C- <2=F.  I have some smaller gradations in there because the + and – factor into GPA. 

o   How will the mastery levels be converted back into percents for the regular grade card?

I will add more as we come up with these questions and the responses we generate. . . . stay tuned!

Consistency, changes, artifacts

October 11, 2011

Overall

Busy busy busy!  I still love it.  I think everyone should do it.  And I’ve said as much at the PD meetings we have.  I cannot wait til next year when I can attempt to use this same system in physics.  It is so much easier when directly compared with the old way of doing things like I am in physics.  It is amazing how easily the students have adapted to the system and how much more they trust it.  I feel like they no longer think grades to be arbitrarily assigned but see the levels as a mark to be exceeded.  Even general chemistry is catching on and beginning to ask for more practice to learn the material. 

Consistency

I am very excited to say that three other teachers are going to attempt to pilot their own standards based grading systems next year.  That said, we are working together to make sure that our systems are as consistent as possible. . . which is proving to be easier said than done.  We are currently trying to decide what the non-negotiables are: homework policy, grading scale, retake policy, reparations for missing work, etc.  And it is proving quite the task.  We all teach different subjects-history, English, math and science- and that is making it difficult to streamline our approaches.  With such different material, it is difficult.  However, consistency is important since one of the biggest complains about the current system is the lack of consistency. 

Changes

I want to attempt this idea of “artifacts of learning” as opposed to recording everything.  Right now, I grade, record and put into SIS all homework that I assign and grade.  It is making me crazy.  With students turning in homeworks on different days, different times, some late, some on time, some in pieces, it is very difficult and time consuming to find that particular key, grade it, find the one box in SIS where it goes and put it in.  But, I like having lots and lots of data.  I am an analytical chemist by training and I like data and visible patterns.  So I am thinking that I will grade everything still, but I will not put it in the online system.  I think I will still record it in my paper grade book and then if I see a pattern of lacking in practice contact the parents but this recording every little detail is just not working.  I don’t have that much time.  Instead, I will implement this idea of “artifacts” that demonstrate a student’s mastery of a concept.  These will go in SIS to be visible online and are nonnegotiable.  They must exist, whether the student mastered the concepts the first time or the 15^th time.  This will be implemented in physics, so I won’t have to battle the tweeky SBG already in effect. 

·         Three artifacts (on average, some standards are bigger/smaller) will be given per standard

·         These artifacts will be due at spaced out times throughout the unit.

·         Only one artifact may be a homework assignment

·         The other artifacts may be teacher-student conference, staying after school, a question on a pop quiz, or any other assignment that takes place individually within the confines of the classroom

·         If artifacts are not turned in, the student will be assigned a 0 and parents will be contacted to inform them the student must stay after the next tutoring day to complete the artifact. 

·         If a retake is requested for a particular standard, an additional artifact is necessary. 

Hopefully, this will alleviate some of the difficulties in finding time to enter all these individual grades that span the entire year in the grade book.  This will also allow students, again, to be able to do the amount of practice they require to master the concept.  Each day, I have a few more students understand why I do the homework this way and see, often for the first time, the importance of homework and out of school practice.  I also hope that, when this is moved over to the chemistries, that this will deter students from rushing into the retake.  By requiring an additional artifact, I’m not just looking at the numbers but also looking at the quality of work as well. 

Issues

Benchmarks, midterms, final exams, whatever you want to call them. . . they are a problem.   Most schools require some kind of midterm exam but it falls in the middle of a standard it seems.  It made deciding what to do with said assessment difficult.  I have decided to keep it as a permanent summative grade that cannot be retaken.  This benchmark indicates retention as it tested standards 1 and standard 2 as well.  For general chemistry, it works out better and falls at the end of general’s shorter standard 2.  My biggest issue remains the time it takes to put all these helter-skelter assignments in the online grade book.