"It's our commentary with the grade, not the grade itself that makes the difference (Wormeli, Fair Isn't Always Equal pg. 110).
In one of our summer workshops, we watched a video with Rick Wormeli in which he said that it is okay to do a little bit at a time instead of going from "zero to sixty in the first week." Looking back on the work I have done and the journey I am on, I definitely should have paid more attention to the video. In our reflection of the video, we were asked to write down three words that summed up the video: Risk, Change and Collaboration. These three words have been instrumental in my work with Standards Based Learning. One of the greatest risks was going full board SBL in all three levels of Latin I teach. The changes were many including how I plan a unit (KUD-->Summative--> Formatives), what I count in the grade and how I report out on the learning targets (using Jumprope). The collaboration has been key to my sanity. The work with Monica Carter, Stan Williams, Emily Rinkema, Rachael Birch and Norm McLure has kept my head above water.
Looking more closely at the reporting process and one of the major changes I have undergone this year, it all comes down to the software Jumprope. This standards based grading software allows us to enter our unit targets and track student progress. There are various reports one can run to look at overall mastery as well as mastery on a particular target. Our units in Latin last 3-4 weeks and after which time, I am able to run a progress report for students. The report allows the student/parent to see how the student measured up on the various learning targets and how the student has been doing with their habits of learning. The academic grade the receive (academic mastery) is largely based on their achievement of learning targets on their summative assessment. The habits of learning grade breaks down how they have come prepared to class (this includes homework) and how well they have participated in class. Students have the opportunity to reflect on their habits of learning at the end of each unit and together we come up with their habits of learning grade. This is a separately reported grade then their academic mastery grade. This approach to grading has been both liberating and nerve wracking. I have noticed that students still put in the same effort on their formatives that they have put in on quizzes in the past even knowing they can retake them. They also are able to better articulate what they want more practice with before the summative. In terms of their habits, it is nice to see that separately reported so that all parties know what it is and how it is attributing positively or negatively to the mastery performance but without it having a potentially devastating effect on one's grade.
I am still a fan of my little notes to students and felt reassured when I read Wormeli's words at the top of this page in terms of the commentary supporting the grade. I feel more comfortable in reporting to students on the targets and giving them feedback that is clearly measurable. Instead of simply taking 1 point off for this error and 2 points off for that one, now the conversation is on whether they can translate a perfect active participle into English. I have not had any parent feedback on the reports at this time, so I am not sure whether they like the new system of feedback or whether there is a concern. I am going to be optimistic and say that at least the grade has more information around it to support it.
In one of our summer workshops, we watched a video with Rick Wormeli in which he said that it is okay to do a little bit at a time instead of going from "zero to sixty in the first week." Looking back on the work I have done and the journey I am on, I definitely should have paid more attention to the video. In our reflection of the video, we were asked to write down three words that summed up the video: Risk, Change and Collaboration. These three words have been instrumental in my work with Standards Based Learning. One of the greatest risks was going full board SBL in all three levels of Latin I teach. The changes were many including how I plan a unit (KUD-->Summative--> Formatives), what I count in the grade and how I report out on the learning targets (using Jumprope). The collaboration has been key to my sanity. The work with Monica Carter, Stan Williams, Emily Rinkema, Rachael Birch and Norm McLure has kept my head above water.
Looking more closely at the reporting process and one of the major changes I have undergone this year, it all comes down to the software Jumprope. This standards based grading software allows us to enter our unit targets and track student progress. There are various reports one can run to look at overall mastery as well as mastery on a particular target. Our units in Latin last 3-4 weeks and after which time, I am able to run a progress report for students. The report allows the student/parent to see how the student measured up on the various learning targets and how the student has been doing with their habits of learning. The academic grade the receive (academic mastery) is largely based on their achievement of learning targets on their summative assessment. The habits of learning grade breaks down how they have come prepared to class (this includes homework) and how well they have participated in class. Students have the opportunity to reflect on their habits of learning at the end of each unit and together we come up with their habits of learning grade. This is a separately reported grade then their academic mastery grade. This approach to grading has been both liberating and nerve wracking. I have noticed that students still put in the same effort on their formatives that they have put in on quizzes in the past even knowing they can retake them. They also are able to better articulate what they want more practice with before the summative. In terms of their habits, it is nice to see that separately reported so that all parties know what it is and how it is attributing positively or negatively to the mastery performance but without it having a potentially devastating effect on one's grade.
I am still a fan of my little notes to students and felt reassured when I read Wormeli's words at the top of this page in terms of the commentary supporting the grade. I feel more comfortable in reporting to students on the targets and giving them feedback that is clearly measurable. Instead of simply taking 1 point off for this error and 2 points off for that one, now the conversation is on whether they can translate a perfect active participle into English. I have not had any parent feedback on the reports at this time, so I am not sure whether they like the new system of feedback or whether there is a concern. I am going to be optimistic and say that at least the grade has more information around it to support it.
Gradebook
Habits of Learning/Achievement
Reporting