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Assessment, Dr. Thomas Guskey on The Game of Grading](https://www.youtube…

- - - - diagnose an issue with with a specific skill
  - - - Assessment FOR learning
  - - - Assessment OF learning
  - - - can compare students against students, schools against schools, etc.
      - How you are performing compared to others
  - - - Meaasured against standards
- - - - Grading in Early Childhood
        
        Communication to parents
      - A Simple Guide to Grading Elementary Students
        
        Grading for Exceptional Learners and Struggling Learners
        
        Determine if adaptations, accommodations, or modifications are needed
        
        Grade based on modified standards (Guskey & Jung, p. 130)
        
        Modified expectations are goals in IEPs, 504s, ELL ILPs
        
        Inclusive Grading Model (Guskey & Jung, p. 131)
      - What is a Grade
        
        Provides feedback to students
        
        Provides standardized form of communication to third parties
        
        Grading is a process, not just the assigning of a letter grade
      - Purpose of grading
        
        Provides feedback to students and parents
        
        Communication tool
        
        Standardized way of communicating to parents/third-parties
        
        A way to measure/quantify learning and progress with objective criteria
        
        Evaluation of work
    - - Grading vs Assessment What's the Difference
        
        Grading: a way for teachers to evaluate individual's performance/learning
        Can be assigned to physical tasks or other attributes: participation, effort, behavior, attendance, etc.
        Grades can be good for evaluating large amounts of data
        
        Assessment: goes beyond grades
        
        Assessment can examine strengths or weaknesses
        
        Assessment measures individual progress
        
        Less paperwork & more time with students
    - - grades are part of inequitable system
        
        Differences in school funding, SES, subjectivity from different teachers, How does a grade at one school compare to a grade at another? How do we keep bias out of grading?
    - - Cult of Pedagogy Podcasr: Could You Teach Without Grades?
        
        Gradebook: Meeting Standards (M), Exceding (E), Approaching Standards (A), Not Enough Information (NI)
        
        Doesn’t penalize for late work. Kids are doing longterm projects & get consistent formative feedback.
        
        Once per month: conferences and checking in with each kid
        
        Tries to do 3-4 standards per assignment. Uses rubrics for each standard
        
        Mini Lessons & Independent work, adapts to changing needs.
        
        Students involved/actively participating in education, providing feedback to peers, working on longer projects
        
        Allow a re-do/retake/do-over
        
        Reflects real life/professional credentialing exams
      - Don't Penalize late work in grading (mentioned in Wormeli videos & podcasts)
  - - - Example: entry tickets
      - Used regularly by teachers for immediate feedback to inform instruction
      - Helps teachers plan for differentiation
        
        Helps teachers identify needs for additional support
      - Can allow students to demonstrate their skills/knowledge
      - Helpful for multilingual learners
    - - Often administered several times throughout school year to measure growth/progress on standards over time
      - Can be used to compare groups of students over time
      - Consider socioemotional impact of formal assessments (high stakes testing)
  - - - “Authentic Assessment requires application of what students have learned to a new situation, and that demands judgement to determine what information and skills are relevant and how they should be used.”
      - Young people unprepared to apply knowledge/skills in real-word scenarios when entering workforce
    - - Example of authentic assessment: A driving test for getting driver's license
      - STEM classes use authentic assessments (Labs)
      - Think of opportunities for students to solve problems and use higher level thinking skills
      - Rubrics important: make requirements known and standards assessed known
- - - - 27 Formative Assessment Ideas - NWEA site
        
        quizzes, skill demonstrations, journals, check-ins, observations
  - - - Child can revise efforts after feedback and be reassessed . Ongoing process
- - - - Improving student learning depends on: providing feedback, actively involving students in the their learning, adjusting teaching based on assessments, recognizing the influence of assessment on self-esteem and motivation, need for student self-assessment (Wolsey et al., Ch. 3, p. 32) (cited in book as Black and Wiliam 1998)
      - First: Make targets & objectives clear
        
        Set clear criteria for success
        
        Self-assessment for students :
        
        Empowering Students to Own the Assessment Process
        
        Useful skill: we evaluate our own performance outside of school
        
        Students can set goals, plan, and monitor own progress
        
        Reflection activities: can reflect on own progress
        
        Can use rubrics, checklists
        
        Teaching student self-assessment and reflection skills will prepare them for life after school when they don't have immediate feedback
    - - Use models for assessment/lesson planning, but understand models are not perfect
      - Model what to do for practice time
        
        Practice
        
        Normalize making mistakes