KARCHER STAFF BLOG

Karcher 2017-2018 School Calendar

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Article...

How to Use Grading to Improve Learning

by Susan M. Brookhart

Table of Contents

Chapter 2. Grading on Standards for Achievement

Curriculum Goals and Intended Learning Goals for Classroom Instruction

The "standards" on which you grade achievement for individual assignments and for report cards are not exactly the state or Common Core standards. The standards on which you grade students are your actual expectations for their learning for that assignment or that report period. They are usually narrower in scope than state standards, which are typically broad. Expectations for student learning are derived from state standards and then translated or subdivided into curriculum goals and then into intended learning goals for classroom instruction. This is a distinction some people have a hard time making, probably because the word standards is used for both state standards and curriculum and classroom learning goals.

A state's annual state test is aligned to the state standards, but that state test is intended to be a general summary of learning over the course of at least a year. Any one standard is usually covered by just a few test items, and the scores reported for accountability purposes are aggregated across all standards to report proficiency levels in subjects (for example, mathematics, reading/language arts, science). And although one of the points of being "standards-based" is alignment, which means that the same standards are the basis of planning, instruction, assessment, and ultimately achievement, it is important to know that the curricular standards and learning goals for classroom lessons are not state standards per se but derived from them.

It is common to derive classroom unit goals and lesson objectives by reducing the grain size (that is, increasing the specificity) of concepts and skills so they are appropriate for lessons and units of instruction. Then, the teacher-oriented objectives are put into a form students can use as the learning targets they aim for in each lesson.

This process should not change the ultimate goals for learning. For training-style objectives (those that involve a very specific performance), state the specific learning outcome, even if you use the same language as the standard. For example, an outcome might be "Adds two-digit whole numbers." This statement is derived from the Common Core mathematics standard 2.NBT.6, "Add up to four two-digit numbers using strategies based on place value and properties of operations" (Common Core State Standards Initiative, 2010, Mathematics, p. 19).

Most learning outcomes are not that specific, however, and they focus on understanding terms and concepts in such a way that they can be applied both to tasks similar to those in which the concepts were learned and to tasks beyond that. You will hear such learning outcomes described variously as requiring "higher-order thinking skills" or "21st century skills" or "deep knowledge." For this kind of learning outcome, deriving learning goals for instruction and assessment requires two steps. First, state the general standard clearly; then specify what sorts of performances—among many that you could choose—will be evidence of mastery of that standard (Gronlund & Brookhart, 2009).

For example, a standard might be that students can comprehend literal information from informational text and use it to make inferences (Common Core Standard ELA, Reading Standards for Informational Text K–5, grade 4, #1: "Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text") (Common Core State Standards Initiative, 2010, ELA, p. 14). How will you know when students can do this? State the general standard first, and then list performances that clarify it. Assess these performances, but realize they are a sample of all the possible performances students could do to show you they can recount literal information and use it to make inferences.

Your grades on individual assignments, then, are a sample of scores from a larger, potential, unmeasured set of performances. (Meaning... we collect evidence on our sub skills which then give us information about or Essential Skills. But we never collect direct evidence of the Essential Skills in class. The "unmeasured set of performances" are the Essential Skills as our sub skills will give us a preponderance of evidence for the Essential Skills).

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Kudos

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Kudos to Brad Ferstenou and Grace Jorgenson who both chaperoned the HS Grand Canyon trip over spring break! The trip was a success and chaperoning over your spring break is very much appreciated!!!
Thank you again to all of our special education aides for your dedication and work with our students and our staff! Your time and efforts is truly appreciated as it takes everyone to have an impact on our students!
Kudos to Grace Jorgenson and Mike Jones along with our 7-8 grade math team students for their 2nd place finish the past week at the regional math meet! Only the top 2 schools advance to state!!! The state competition will be on May 16 at Madison College!
Thank you to Donna Sturdevant and Mike Jones for another great FNL. We had about 120 students in attendance! Thank you also to Kurt Rummler, Stephanie Rummler, Wendy Zeman, Eric Sulik, and Ryan Heft for assisting as well!

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Information/Reminders...

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Science... it is your week to have students email their parents/guardians about the happenings in science over the last five weeks!
Monday, April 9 - Start of Forward Testing!

Forward Groups
Forward Bell Schedule (Monday-Thursday)
Forward Test Schedule
10:15 - 10:25 is the only break for the entire school to keep the noise volume down for everyone.

Lunch this week: Staff who usually assist with lunch duty should still assist with lunch duty this week.

Due to the schedule our lunches are back to back. Those assisting with lunch duty please have students assist with wiping down tables after 7th grade lunch so that the tables are clean for 8th grade.

Monday, April 9 - Grades are due for term 3 by 3:00pm!
Monday, April 9 - Secondary Curriculum Committee Meeting @ 3:30 - 5:00 in our Karcher library.
Tuesday, April 10 - Karcher Culver's Night from 5:00 - 8:00!

Come on out for dinner or take out to support our Student Council!

Friday, April 13 - Forward Testing Groups for 8th grade (Friday). Please let these students know where to report for Friday's testing.

Stoughton's group will be with Marian Hancock in the library
Nelson's group will be with Steve Berezowitz in the ULab
Sulik's group will be with Molly Ebbers in the Conference Room
Salbrieter's group will be with Ryan Heft or Jill Oelslager in room 124 (Zeman's room)

April 16 week... 8th grade ELA Forward testing during this week in the area of writing. Students and staff need to be cognizant of hallway noise during this week to assist with the testing environment for ELA.