This is a comment by Drew that I don’t want to lose so here it is as a blog entry. What he says here and what Robert is pointing to is nothing less than revolutionary. The recent discussion here on this site has a transparency to it that reveals certain change hidden beneath it: the change from the old way of grading to standards based grading. I will put up information as I get it from Drew in a series of blog posts that maybe will be labeled Drew on Standards 1, Drew on Standards 2, etc. Below is the first in this series, with a little introduction right here:
As our 25,000 student high school district attempts to move to Learning Scales (or standards based grading) we are starting to train our fellow colleagues. California Standards and ACTFL’s position drive our district’s standards and really fit the CI classroom. There is resistance because the language does not allow traditional language teachers to use the scales easily. There are no points. There is no big math. There is only can you do X?
This introduction to scales will focus on Listening Comprehension.
Getting Started
Think about it like this to get started. We are only going to take 1 standard: Listening Comprehension. It should be a Monday/Wednesday activity in a CI-based class.
The California Standard is B: Communication; B x.2 Students interpret written or spoken language.
In my gradebook the standard reads:
Comprehension: Student describes the critical or essential elements of the text or audio source. The student exhibits no major errors or omissions
We want our goal to be 80% of students score 80% or better on a quick 5 question quiz.
According to Bloom’s Taxonomy, answering True/False question is measuring a low level of learning. Being able to restate the plot/problem is a higher level of thinking.
So to score a 2.0 (approaching standards) on a quick quiz, a student needs to answer 4/5 or 8/10 questions correctly on the quick quiz.
To score a 3.o (meets standards) the student needs to score 4/5 on the T/F but needs to write a 2 sentence summary of the problem or plot in L2. If we are doing our jobs staying in bounds using the target structures, and our story revolves round the target structures, this should easy.
These are a breeze to grade and my TA (a Spanish III kid) can do them because she has the quiz book and the notes. She write 2 or 3 on the quizzes and goes on to the next. (Most kids score 3?s which is NOT a bad thing. I have a standard and they know how to meet MY standard).
Voila. I have data that actually proves how my students can comprehend.
Jason has an averaged score of 3.0 on the 15 comprehension assignments that we have done. If I had to defend that grade to a parent it means that Jason can answer T/F questions and can restate plots/problems.
Daniel has an average score of 2.5 on the 15 comprehension assignments. I can tell Daniel’s parents that he can understand almost all of what’s happening in class but he needs to focus on the target structures and restating plots.
June has an average score of 2.0 so that means she can get those T/F questions down.
This is a tool for learning: June, stay for a second after class. Do you understand what I say in class? No? Oh no, let’s move you to the front so I can pay special attention to you, Wink at me when you need me to repeat it. I really want to see you get into that 3.o range and we can do this together.
Easy Grade Pro also tells me the average class score by standard. I know that my average comprehension score is 2.9. It means I’m too easy or my class understands me. I prefer the latter.
Those are real data.
Can you do X?
Yes=3.0
Almost=2.0
Holy Crap look at you=4.0 (This comes later)
You can do it but I have to help you=1.0 (This comes later too)