BHS Grading Policy Adventure » Algebra 1

Bragging on student’s success.

Jana Hoover — Sun, 24 May 2009 23:37:42 +0000

The day before TAKS one of my students came in to go over Functions, Slope, Quadratics and more. We reviewed the impact of the rate of change on the graph, the shift of graphs both linear and quadratic and discussed strategies to use. For example Mrs. Douglas showed us an easy way for students to remember domain, range, independent, dependent using the x and y axis on the graph. We left the diagram up for several weeks prior to TAKS. This student used her recall of the diagram and other strategies on the test.

She came to me the next day and said that she knew that she had passed and it was all because we went over those things again the day before the test. She said she would have failed otherwise. Well not only did she pass, she scored Commended. Way to go the extra mile and get the most out of your resources! She and another student in the same class have had several ups and downs all year and both scored Commended because they stayed after school to get help. I am so proud of them and can’t wait to tell them on Tuesday!

Preliminary Scores for TAKS

Jana Hoover — Tue, 19 May 2009 15:50:50 +0000

Preliminary scores for 9th grade math TAKS are approximately 76% passing. These are rough estimates and the percentage could go up or down but probably not by much. Our goal was 74% so we are VERY pleased with this information.

This is a 6% improvement over last year’s scores and I believe it is a direct result of our TEAM approach to Algebra 1. We re-aligned our curriculum at the beginning of the year to allow for more time on pre-algebra review and it made a difference. I am so proud of our students and our team. Everyone worked very hard to make sure students could be successful.

Our goal next year will be 80%, one step closer to Recognized, before we transition to End of Course Exams.

Projects Start Monday

Jana Hoover — Mon, 18 May 2009 01:22:53 +0000

Students will be going to the computer labs to begin working on their alternative assessments starting on Monday. Teachers will pair up and 1 will take students to the computer lab for training and the other will remain in the classroom with students as they review material already covered. This will prevent students in the lab from missing instruction as well as provide for continued practice for those not participating in the project.

Students will be expected to complete the project on their own time either at home, in the library or using the computers in the classroom when they have finished their classwork. Computers will also be available before an after school in the library.

http://bhsgrading-algebra.wikispaces.com/04.+Alternative+Assessments

Grading – Volume

Jana Hoover — Wed, 13 May 2009 03:35:49 +0000

The students are responding favorably to the opportunity to correct assignments, quizzes, and tests. The homework has been leveled now along with the quizzes and assessments. The downside here is the re-grading of all work. Here is what I am doing. I grade, marking all errors by level, then if they have a 60 or 65 because they missed some level one questions (mainly because of a simple error or lack of attention to directions) I calculate what they would make if they fixed the L1 questions and show it as a double grade 65/80 with a note, fix L1 for the higher grade. I record the 65 with a note in the comment showing what the grade can be raised to. It is up to the student to correct and when they do (and they are) I check the few L1 items and post the new grade. (I am also keeping a paper grade book so I circle the grade when it is corrected so I can update Skyward when I have time)

For next year …. keep in mind that not all assignments have to be graded. We can circulate through out the room and check for understanding on L1, L2 and L3 questions. We can use the student response systems (clickers) from EInstruction provided that the Making It Happen Grants come through. We can have 5 question quizzes at the end of class or at the beginning of the following class to check for understanding. DON”T get bogged down in thinking every paper has to be a grade.

Use your powers of observation to gather a preponderance of evidence to support your measurement of assessment.

Logistically Speaking – We Tried Too Much

Kim Estes — Tue, 12 May 2009 18:35:22 +0000

I thought that the most difficult part of bringing in Standards-Based grading would be convincing teachers to buy in. Nope…it’s figuring out HOW to do everything. We have been so well trained – by pre-service courses and classroom experience – to do things the way we’ve always done them that coming up with practical, replicatable ideas for how to grade by standards and alternative assessment can be really hard.

I think we are finding our way, however. Especially with the alternative assessments. We were aiming a little to high – or perhaps we were trying to present too broad a spectrum of alternatives – when we decided on 4 assessments for the last unit of the 6 weeks in Algebra 1. We were excited and wanted to give the kids some really great options for demonstrating mastery while still showing the same academic rigor. We accomplished that – and then realized that 4 choices were too many for our time frame.

If you’d like to see the four assessments (one is the test – three are alt assessments) you can go to our wiki HERE.

After some good discussion, here are some things we are talking about:

1. One alternative assessment per major unit (due to time constraints of the new schedule and lab availability).

2. A structured approach to the use of technology by students – this is the idea that we introduce the kids to one new technology in the fall and one in the spring (making all alternative assessments fall within that type of technology – i.e. photostory, video, etc.). This will ensure that the kids have the technological skills necessary to complete future products using that technology because they were immersed in it. The second year, the alt assessments would include new technology and allow for building on the technology and alt assessments used the year prior…so that by the time a student hits their 4th year, they have far more options as they have had far more training in the technologies involved.

I like this tiered idea, so that our kids will have solid foundations to build on. What this means is that our teachers must also have that same level of training and a good level of comfort using their alloted softwares. What that means for senior level teachers is that they have to know more….just like their students do. I think it will work with the right training and the right attitude.

Very interesting discussions and lots of learning on my part. It’s a good thing.

Power Standards

Jana Hoover — Tue, 12 May 2009 18:21:35 +0000

According to the book study, we should have power standards K-9 which prepare students to be successful citizens after high school regardless of their plans for higher education. Then there are higher standards for 10-12 that are for upper level classes. Also there should not be more than 15-20 power standards per subject with no more than 5 per subject per year

see example from Wisconsin

http://dpi.wi.gov/standards/matintro.html

First Day of Pilot

Jana Hoover — Tue, 05 May 2009 00:20:15 +0000

As far as the students are concerned they do not realize there is anything different. Which is a good thing. We do need to decide how to use the work ethic grade in a better way. If we follow the principles in the book, then in addition to assigning Homework Recovery, we will reflect a lower grade in the category- Turns Work in On Time- which will be weighted as part of the final semester grade, not as a separate grade as it is now.

How do we make this happen, who needs to approve this? I am all for a real impact on the grade otherwise as we have seen there is no individual motivation on the students’ part to be accountable………