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ACAMIS16 Tech Tools for Standards-Based Grading

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Matt Kelsey

on 21 October 2016

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Transcript of ACAMIS16 Tech Tools for Standards-Based Grading

Increased Student Achievement
Tech Tools and Practical Policies for Standards-Based Grading
(Pollio & Hochbein, 2015; Reys, Wasman, Reys, Lapan, & Holliday, 2003; Riordan & Noyce, 2001)
Principles & Assumptions
(Bloom, 1968; Marzano & Heflebower, 2011; O’Connor & O’Connor, 2009)
Gradecam and Speedgrader
Which Gradebook?
Policies
(The Story
of NCPA)
Teacher judgment + evidence = good
Arithmetic mean & 100-point scale = bad
Academic
grades should not measure effort or organization.
Feedback and grades should support a conversation about a student's learning. Therefore, report performance on discrete standards.
"Update their scores" (reassessment)
Reassessment policy
80% * 80% = time for a summative
Less is more (for standards)
Most students can reach a high level of mastery
4321 to EPAN
Transcripts, GPA, etc.
Choosing standards
Model Rubric (Proficiency Scale)
Grading policy: cutoffs, conversions, calculations
Tradition
Parent expectations
Barriers of culture/language
College admissions
Theory
Research
Evidence
See Matt. See Matt grade. Grade, Matt, grade.
Make your own GradeCam quiz
Rubric + Standard grading in Canvas (demo only)
Evaluate SBG gradebook products using a checklist
Reflection: Musical Mingle
Compare your products. Which one do you like most, and why?
What potential do you in in standards-based grading?
What challenges do you see in standards-based grading?
http://www.mrkelsey.com/category/presentations
Bloom, B. S. (1968). Learning for Mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1. Evaluation Comment, 1(2), n2.
Marzano, R. J., & Heflebower, T. (2011). Grades that show what students know. Educational Leadership, 69(3), 34–39.
O’Connor, K., & O’Connor, K. (2009). How to grade for learning, K-12 (3rd ed). Thousand Oaks, Calif: Corwin.
Pollio, M., & Hochbein, C. (2015). The Association Between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model. Teachers College Record, 117(110302), 1–28.
Reys, R., Wasman, D., Reys, B., Lapan, R., & Holliday, G. (2003). Assessing the Impact of “Standards”-Based Middle Grades Mathematics Curriculum Materials on Student Achievement. Journal for Research in Mathematics Education, 34(1), 74–95.
Riordan, J. E., & Noyce, P. E. (2001). The Impact of Two Standards-Based Mathematics Curricula on Student Achievement in Massachusetts. Journal for Research in Mathematics Education, 32(4), 368–398.
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