TABLE OF CONTENTS
HISTORY ...........................................................................................................................................................3
PURPOSES OF GRADING ..................................................................................................................................4
WHAT DO GRADES MEAN?...............................................................................................................................4
ASSESSMENT PRACTICES THAT SUPPORT LEARNING… ............................................................................4
ASSESSMENT PRACTICES THAT INHIBIT LEARNING…..............................................................................5
GRADING & ASSESSMENT GUIDELINES ..........................................................................................................6
ACADEMIC DISHONESTY ..............................................................................................................................6
ASSESSMENT AND REASSESSMENT ...............................................................................................................6
COOPERATIVE LEARNING ............................................................................................................................7
DETERMINING STUDENT GRADES..............................................................................................................7
DIFFERENTIATED AND FAIR ASSESSMENT .................................................................................................8
EVALUATING STUDENT WORK ...................................................................................................................9
EXTRA CREDIT..............................................................................................................................................9
HOMEWORK ...............................................................................................................................................10
LATE ASSIGNMENTS....................................................................................................................................10
MAINTAINING GRADE BOOKS BY CATEGORY/ASSESSMENT FORMAT/STANDARDS..............................11
MISSED WORK DUE TO ABSENCE ..............................................................................................................11
RUBRICS......................................................................................................................................................11
STUDENT OWNERSHIP ..............................................................................................................................12
THREE-YEAR DEVELOPMENT AND IMPLEMENTATION CALENDAR ...........................................................14
FREQUENTLY ASKED QUESTIONS ................................................................................................................16
GLOSSARY OF GRADING & ASSESSMENT TERMS...........................................................................................24
Works Cited ......................................................................................................................................................26
Appendix A -- ACADEMIC DISHONESTY POLICIES..........................................................................................28
North and South Elementaries .......................................................................................................................29
East Elementary ............................................................................................................................................30
Local Intermediate ........................................................................................................................................31
Urbana Junior High School ...........................................................................................................................32
Urbana High School......................................................................................................................................34
Appendix B -- ASSESSMENT AND REASSESSMENT ...........................................................................................36
PURPOSE OF REASSESSMENT .....................................................................................................................37
FREQUENTLY ASKED QUESTIONS ABOUT REASSESSMENT .....................................................................37
STRATEGIES FOR REASSESSMENT PREPARATION.....................................................................................37
REASSESSMENT OPTIONS ...........................................................................................................................38
WHAT DOES REASSESSMENT LOOK LIKE?.................................................................................................38
Appendix C -- MEASURES OF CENTRAL TENDENCY .......................................................................................39
DEFINITIONS ..............................................................................................................................................40
EXAMPLES ...................................................................................................................................................40
Appendix D -- INCOMPLETES ..........................................................................................................................43
ZEROES........................................................................................................................................................44
WHEN TO GIVE A GRADE OF “I” (INCOMPLETE) AS A QUARTER GRADE...............................................44
PROCESS FOR RECOVERING FROM A GRADE OF “I” (INCOMPLETE) FOR THE QUARTER .....................44
Appendix E -- DIFFERENTIATED AND FAIR ASSESSMENT .............................................................................46
ASSESSMENT STRATEGIES ..........................................................................................................................47
STUDENTS WITH DISABILITIES ................................................................................................................62
GIFTED & TALENTED LEARNERS...............................................................................................................63
Appendix F -- EVALUATING STUDENT WORK ...............................................................................................64
GENERAL PERFORMANCE LEVEL DESCRIPTORS.......................................................................................65
PERFORMANCE LEVEL DESCRIPTORS FOR A FOUR-POINT RUBRIC .......................................................65
USING EVIDENCE FOR SCORING ...............................................................................................................66
Examples of Evidence .................................................................................................................................66
PROFESSIONAL JUDGMENT.......................................................................................................................66
FEEDBACK...................................................................................................................................................67
Purpose of Feedback ......................................................................................................................................67
Qualities of Effective Feedback for Students....................................................................................................67
Qualities of Effective Feedback for Teachers ...................................................................................................67
Feedback to Parents.......................................................................................................................................67
Appendix G -- EXTRA CREDIT .........................................................................................................................69
Appendix H -- RUBRICS ...................................................................................................................................71
Attributes of Quality Rubrics .........................................................................................................................72
Five Different Rubric Components..................................................................................................................73
Content .....................................................................................................................................................73
Dimensions................................................................................................................................................74
Use of Language........................................................................................................................................74
Levels ........................................................................................................................................................75
Layout.......................................................................................................................................................76
Checklist vs. Rubric........................................................................................................................................78
Checklist versus Rubric versus Point System ....................................................................................................80
Critical Consumers of Online Rubrics..............................................................................................................82
Assistance with Building Quality Rubrics .......................................................................................................84
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Revised Spring 2011
Urbana City Schools
K-12 GRADING & ASSESSMENT GUIDELINES
HISTORY
District-wide grading and assessment practices were identified as a district improvement initiative in the
spring of 2009 for two main reasons: 1) the need to better link grading and reporting practices with
district-wide curricular, instructional, and assessment philosophies and practices and 2) the need for
consistent grading and assessment practices within and among grade levels and courses.
A 26-person K-12 Grading & Assessment Task Force, comprised of both Grading & Assessment
committee members and additional key stakeholders, was organized in August 2009 for the purpose of
developing and implementing district-wide policies and practices that would ensure effective and
consistent implementation of the assessment, grading, and reporting of students’ learning. Meetings were
held throughout the 2009-2010 school year. Ken O’Connor, author of A Repair Kit for Grading -Fifteen Fixes for Broken Grades, served as the district’s consultant for grading and assessment issues and
spent three full days with the task force during the course of this work. In addition, the district’s
professional development focus for 2009-2010 was formative assessment – assessment FOR learning.
Teachers and administrators gained a stronger understanding of formative and summative assessment and
the important role that each plays in the teaching and learning processes. This focus on formative and
summative assessment will be sustained and expected as a regular part of professional practice.
GRADING & ASSESSMENT TASK FORCE MEMBERS -Melanie Anders -- Kindergarten
Tom Topolewski, Principal
Corina Fain – Grade 2
Linda Locke -- Principal
Theresa Endres -- Grade 4
Brenda Riley -- Principal
Sarah Crist – Grade 5
Amber Schellhase – Grade 6
Joachim LaValley – Technology
Bart deNijs – Science Department Chair
Kris Mays – Principal
Ellen Westerman -- Science
NORTH ELEMENTARY
Bev Caven -- K-2 Special Education
SOUTH ELEMENTARY
Marcia Marsh -- Kindergarten
Pam Skelley – Grade 1
EAST ELEMENTARY
Kelli Marsh – Grade 3
LOCAL INTERMEDIATE
Joanne Petty -- Principal
URBANA JUNIOR HIGH
Julie Sasala -- Math
URBANA HIGH SCHOOL
Katie deNijs – English Department Chair
Stephanie Moore – Math Department Chair
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Revised Spring 2011
Gayle Geitgey – Director of Technology
Tim Hart – Director of Curriculum & Instruction
Charles Thiel – Superintendent
DISTRICT
Bill Grafflin – Technology Consultant
Mary Mitchell – Director of Special Education
The essential question posed for district staff, and specifically the task force, was “What is our confidence
level that the grades assigned to K-12 students are consistent, accurate, meaningful, and supportive of
learning? “ Ken O’Connor’s books were utilized for reference as well as articles from noted authors,
including Rick Stiggins, Bob Marzano, Tom Guskey, Doug Reeves, Jay McTighe, and Rick Wormeli.
PURPOSES OF GRADING
Primary Purpose
• To communicate academic achievement status to students, parents, and others
Secondary Purposes
• To provide information that students can use for self-evaluation and growth;
• To encourage student growth and progress in learning;
• To identify students for available educational opportunities (e.g., courses or programs); and
• To evaluate the effectiveness of curricular, instructional, and assessment practices and
programs
WHAT DO GRADES MEAN?
Grades are summary statements of student performance and must be attached to clearly defined,
district-wide performance levels. Even if evaluated for points or percentages, all evidence of student
achievement will be clearly attached to performance levels. These performance levels will effectively
communicate meaning to students, parents, and post-secondary institutions.
OUR COMMITMENT: All Urbana City Schools grading and assessment practices will
be used to support the learning process and to encourage the success of all students.
ASSESSMENT PRACTICES THAT SUPPORT LEARNING…
A performance-based system requires that assessment practices involve a clear understanding of the
learning target and what it will look like when accomplished. Examples of these practices that support
learning and assessment are:
• Make the learning target explicit, public, and accessible so that the standard is known and can be
met because students know what is expected (i.e., written descriptions such as rubrics and key
exemplars).
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Revised Spring 2011
• Use formative assessment data to check and adjust instruction, monitor, give explicit feedback,
track progress, and celebrate success.
• Discuss and involve students in assessment, including grading, throughout the teaching/learning
process.
• Give learners “voice and choice” in determining evidence.
• Use criterion-referenced performance level descriptors as reference points for scoring. Assessment
results and scores are measured against a performance level, not against the performance of others.
• Use quality assessments and properly record evidence of achievement.
ASSESSMENT PRACTICES THAT INHIBIT LEARNING…
Many assessment practices used in the traditional educational system will inhibit learning in the
performance-based system. Examples of these are:
• Failing to match testing to teaching.
• Suggesting that success is unlikely. Students are not likely to strive for targets that they already
know are unattainable to them.
• Not making expectations or outcomes clear to the learner prior to the assessment.
• Giving students only one opportunity to show learning. Learners may need substantial teaching,
practice and feedback before the product is evaluated.
• Penalizing students for taking risks.
• Allowing low scores early in the learning process to continually penalize the learner.
• Inconsistent grading criteria.
Based on a review of educational research and best practices, the district’s Grading & Assessment Task
Force established a framework of thirteen (13) guidelines for effective grading and assessment practices.
These guidelines will be fully implemented by the 2013-2014 school year, with the overall goal of
supporting the learning process and encouraging the success of all students. Quality use of these grading
practices is directly dependent upon the quality of formative and summative assessments that teachers use
on a regular basis to measure learning. These guidelines articulate to all stakeholders and facilitate the
implementation of a grading philosophy that is consistent with best practices in teaching and learning. At
the same time, these guidelines do provide some flexibility for individual teacher use because effective
grading practices must be implemented with consideration given to both evidence and professional
judgment.
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Revised Spring 2011
GRADING & ASSESSMENT GUIDELINES
ACADEMIC DISHONESTY
Academic dishonesty will not be condoned and will be dealt with by using age-appropriate behavioral consequences
rather than by using academic consequences.
• Building committees will develop clearly defined, age-appropriate consequences for academic dishonesty as well as a
clearly defined appeal process for offenders.
• All teachers will report instances of academic dishonesty to the building principal.
• Behavioral consequences will be administered by the building principal.
• Behavioral consequences will be clearly communicated to parents.
• To promote academic integrity, offenders must complete alternative work in order to demonstrate learning, as
defined by the classroom teacher.
• Grades will be based on academic achievement only.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
K-12
Building committees will enforce clearly defined, age-appropriate
Development Implementation
consequences for academic dishonesty as well as a clearly defined
appeal process for offenders.
K-12
All teachers will report instances of academic dishonesty to the
Implementation
building principal.
K-12
Offenders must complete alternative work in order to demonstrate
Implementation
learning, as defined by the teacher.
See Appendix A -- Academic Dishonesty policies for each school.
ASSESSMENT AND REASSESSMENT
Any reassessment is intended to provide an additional opportunity to demonstrate understanding and shall not be used
solely for the purpose of bringing up a student’s grade.
• The student, in conjunction with the teacher, must develop and share a plan for additional learning in order to earn
the right to be reassessed for full credit.
• The student must schedule reassessments with the classroom teacher and must take the reassessment within two
weeks (ten class periods) from when the graded assessment is returned.
• Assessments given within the last ten school days (excluding exams at the secondary level) will not be eligible for
reassessment.
• Semester and final exams for high school level courses will NOT be eligible for reassessment.
• The student must play a key role in his or her success.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
Reassessments will be used as an additional opportunity for students
Implementation
to demonstrate understanding.
K-12
The student, in conjunction with the teacher, must develop and
Implementation
share a plan for additional learning in order to earn the right to be
reassessed for full credit.
K-12
The student must schedule reassessments with the classroom teacher
Implementation
prior to the next summative assessment.
7-12
Semester and final exams for high school level courses will NOT be
Implementation
eligible for reassessment.
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Revised Spring 2011
Year 1
2010-11
Year 2
2011-12
K-12
Implementation
Year 3
2012-13
7-12
Implementation
GUIDELINES
The student must schedule reassessments with the classroom teacher
and must take the reassessment within ten class periods from when
the graded assessment is returned. Ideally, the student should
reassess as soon as possible after the student has appropriately
prepared.
Assessments given within the last ten school days (including exams at
the secondary level) will not be eligible for reassessment.
**See Appendix B -- Assessment and Reassessment
COOPERATIVE LEARNING
Because each report card is representative of an individual student, assignments completed through cooperative learning
must reflect the same.
• All grades must reflect the achievement of the individual student. Therefore, no group grades may be assigned.
• If cooperative skills are evaluated, they will not be reported in conjunction with academic achievement.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
All grades associated with cooperative learning will reflect the
Implementation
achievement of each individual student. Therefore, no group grades
may be assigned.
K-12
If cooperative skills are evaluated, they will not be reported in
Implementation
conjunction with academic achievement.
DETERMINING STUDENT GRADES
The meaning of grades, whether letters or numbers, will be derived from clearly defined descriptions of performance
standards.
• A variety of measures of central tendency (not always mean) will be used to the student’s benefit in the decisionmaking process for assigning grades.
• The teacher will not allow outliers (extremes in scoring) to skew the true picture of student achievement, instead
using multiple measures of central tendency in conjunction with professional judgment to assemble a true picture of
student performance.
• If a grade of “I” (Incomplete) is assigned, a student will have two weeks to submit the missing assignments, and the
teacher will have until the pre-determined building deadline for submitting grades in order to grade this work.
• This will be used to encourage students not to give up and to continue striving toward mastery of standards.
• Teachers will not use zeroes in grade determination, as punishment, or when evidence of learning is missing.
Instead, the teacher will reassess to determine true level of achievement or record an “I” for INCOMPLETE.
• If there is insufficient evidence for grade determination, the student will receive a grade of “I.”
• The process for a student to recover from a grade of “I” will be clearly defined by the district. **See Appendix D -Incompletes
• Zeroes do not allow the classroom teacher to measure the learning that is taking place.
• Instead of prompting greater effort, low grades more often cause students to withdraw from learning.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
K-12
K-12
The meaning of grades, whether letters or numbers, will be derived
Development
Development Implementation from clearly defined descriptions of performance standards.
K-12
K-12
K-12
A variety of measures of central tendency (not always mean), in
Development
Development Implementation conjunction with professional judgment, will be used to the student’s
benefit in the decision-making process for assigning grades.
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Revised Spring 2011
Year 1
2010-11
K-12
Implementation
K-12
Implementation
Year 2
2011-12
K-12
Implementation
K-12
Development
K-12
Implementation
K-12
Implementation
K-12
Implementation
Year 3
2012-13
GUIDELINES
Grades will be determined primarily on a combination of summative
assessments and summative performance tasks.
For transition year #1 only, teachers may balance their grading and
assessment reporting 80% summative and 20% formative (see p. 9).
Teachers will not use zeroes in grade determination, as punishment,
or when evidence of learning is missing. Instead, the teacher will
reassess to determine true level of achievement or record an “I” for
INCOMPLETE.
If there is insufficient evidence for grade determination, the student
will receive a grade of “I.”
The process for a student to recover from a grade of “I” will be
clearly defined by the district.
If a grade of “I” (Incomplete) is assigned on a grade card, a student
will have two weeks to submit the missing assignments, and the
teacher will have until the pre-determined building deadline for
submitting grades in order to grade this work.
**See Appendix C -- Measures of Central Tendency
**See Appendix D – Incompletes
Zeroes
When to Give an “I” (Incomplete) as a Quarter Grade
Process for Recovering from an “I” for a Quarter Grade
DIFFERENTIATED AND FAIR ASSESSMENT
Quality assessment requires a variety of methods for students to demonstrate their learning.
• Measures include, but are not limited to, product, observation, and communication to substantiate student
achievement and academic performance.
• Because students have varied learning styles, assessment methods selected by teachers must reflect this as much as
possible.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
K-12
Teachers will use a variety of methods for students to demonstrate
Development Implementation
their learning.
**See Appendix E – Differentiated and Fair Assessment
Assessment Strategies
Students with Disabilities
Gifted & Talented Learners
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Revised Spring 2011
EVALUATING STUDENT WORK
Formative and summative assessment are both valuable, are not interchangeable, and each serve their own purpose.
Formative assessment will be used to check for understanding during the learning process. Summative assessment
will be used to assess mastery.
• Student work that is formative in nature will not be included in student grades, but it will provide students with
descriptive feedback. (exception – Year #1 only)
• Formative work is part of the learning process, and students will not be penalized for mistakes made during this
process. (exception – Year #1 only)
• Student work that is summative in nature will be graded in order to measure mastery of standards.
• Both formative and summative performance will be accurately tracked by the classroom teacher.
• It is paramount that teachers grade the achievement, not the work. (exception – Year #1 only)
• All students will have the opportunity to learn in a “penalty-free zone.” (exception – Year #1 only)
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
Teachers will incorporate both formative and summative assessment
Implementation
into their instructional practices.
K-12
K-12
Student work that is formative in nature will not be included in
Development Implementation
student grades, but it will provide students with descriptive
feedback.
K-12
K-12
Student work that is summative in nature will be evaluated and
Development Implementation reported to demonstrate mastery of standards.
K-12
K-12
Both formative and summative performance will be accurately
Development Implementation tracked by standard by the classroom teacher.
**See Appendix F – Evaluating Student Work
General Performance Level Descriptors **NOTE: REVISED FOR 2011-2012 AND BEYOND
Using Evidence for Scoring
Professional Judgment
Purpose of Feedback
EXTRA CREDIT
Neither extra credit nor bonus points will be awarded in Urbana City Schools.
• Extra credit and bonus points distort measurement of student achievement on standards.
• In lieu of extra credit or bonus points, teachers will provide multiple opportunities for students to demonstrate
mastery of academic content standards through classroom assessments.
• Activities such as bringing school supplies, obtaining parent signatures, merely attending an event, or completing
any task unrelated to achieving mastery of a standard do not meet district guidelines.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
In lieu of extra credit or bonus points, teachers will provide multiple
Implementation
opportunities for students to demonstrate mastery of academic
content standards through classroom assessments.
**See Appendix G – Extra Credit
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Revised Spring 2011
HOMEWORK
All homework will be risk-free and will not be used in determining interim/report card grades. It will be used for
practice and/or reinforcement of concepts taught in class. (exception – Year #1 only)
• Student performance on homework will be used as a tool to guide classroom instruction.
• For long-term projects students will receive comments throughout the process in order to facilitate successful
completion of the end product (summative).
• Assignments that are summative in nature, such as lab reports, processed papers, and projects, may require time at
home to complete, but are not considered homework.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
All homework will be risk-free and will not be used in determining
Implementation
interim/report card grades.
LATE ASSIGNMENTS
Students are required to submit their work on the teacher-determined due date.
• Practices will be established and implemented related to supporting students in meeting deadlines.
• Firm due dates for summative assignments will be communicated by the teacher in advance, based upon reporting
schedules and when work is handed back to students.
• Extensions for submission of assignments will be based upon individual circumstances.
• Rather than focusing on consequences, we will focus on creating a culture of responsibility.
• If a student has not submitted required work by the due date, escalating consequences may include:
 Student attends a student/teacher conference
 Teacher calls parent/guardian
 Contract is established between the teacher and the student
 Student develops plan to address the situation (may involve required make-up work or time outside the
school day, which the student must arrange with the teacher)
 If contract is broken, student meets with principal/designee
 In the event of habitual violations, at the discretion of the building administrator, the student may become
ineligible for co- and extra-curricular commitments until work is completed
 For summative tasks that are essential to determining a student’s grade, the student may be required to
attend compulsory work session(s) at a time determined by the teacher or principal/designee.
 After implementation of district-defined consequences, failure to complete essential summative tasks within
10 (ten) class periods from the original due date will remain a “missing” grade for the assignment without
the opportunity for the student to complete it for credit. However, if the teacher determines that a
particular “missing” assignment is critical for determining a student’s quarter grade, he/she may require
completion of the assignment in order to assign a grade that accurately reflects the student’s performance.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
K-12
Clearly defined practices will be established and implemented related
Development Implementation
to supporting students in meeting deadlines.
2-12
2-12
Students who do not submit required work by the due date will be
Development Implementation
held to district-defined escalating consequences.
2-12
2-12
Student develops plan to address the situation (may involve required
Development Implementation
make-up work or time outside the school day, which the student
must arrange with the teacher).
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Revised Spring 2011
MAINTAINING GRADE BOOKS BY CATEGORY/ASSESSMENT FORMAT/STANDARDS
Grade books will be organized in a manner that reflects standards-based student achievement.
• Standards-based reporting will be a direct result of standards-based instruction and assessment.
• Parents will have the opportunity to see both strengths and weaknesses in student performance.
• Student behavior will not be considered a measure of academic achievement.
• Student attendance will not be considered a factor in the measure of academic achievement.
• Successes, big or small, will be used as motivators for students.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
K-12
Grade books will be organized in a manner that reflects standardsDevelopment Implementation based student achievement.
K-12
Implementation
K-12
Implementation
K
Staggered
Implementation Implementation
Student behaviors will not be considered a measure of academic
achievement.
Student attendance will not be considered a factor in the measure of
academic achievement.
Student achievement will be reported via a standards-based report
card.
MISSED WORK DUE TO ABSENCE
Students will obtain work missed due to absence from the teacher or from a classmate.
• While the teacher is responsible for providing necessary materials, it is incumbent upon the student to get these
materials.
• Students are allowed one day make up time for each day of absence. If they do not meet this deadline, the work
falls under the category LATE ASSIGNMENTS. Extenuating circumstances will be addressed by the building
administrator.
• If work is considered important for students to complete, they must have adequate time to complete it.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
Students are allowed one day make up time for each day of absence.
Implementation
If they do not meet this deadline, the work falls under the category
LATE ASSIGNMENTS. Extenuating circumstances will be
addressed by the building administrator.
RUBRICS
Rubrics, as appropriate, will be used to give descriptive feedback on standards-based levels of performance. A rubric is an
excellent tool for communicating specific learning outcomes prior to, during, and following assignments.
• Performance levels on classroom rubrics will align with district-wide performance level descriptors –
EXEMPLARY – PROFICIENT – DEVELOPING – BASIC
(Revised for 2011-2012 and Beyond)
• Student progress will be increased with specific feedback for improving work.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
K-12
Rubrics, as appropriate, will be used to give descriptive feedback on
Development Implementation standards-based levels of performance.
K-12
K-12
Performance levels on classroom rubrics will align with district-wide
Development Implementation performance level descriptors.
**See Appendix H – Rubrics
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Revised Spring 2011
STUDENT OWNERSHIP
Teachers will provide frequent opportunities for students to engage in self- and peer-assessment as well as goal-setting in
the classroom.
• When used age-appropriately, the use of self- and peer-assessment and goal-setting increases student achievement
and encourages student engagement and positive attitudes toward learning.
Year 1
Year 2
Year 3
GUIDELINES
2010-11
2011-12
2012-13
K-12
K-12
Teachers will provide frequent opportunities for students to engage
Development Implementation in self- and peer-assessment as well as goal-setting in the classroom.
12
Revised Spring 2011
FOR YEAR #1 ONLY
Guidelines for Balancing Formative and Summative Assessment – the “80/20 Rule” (School Year 2010-2011)
Ultimately, it is the goal of the district that grades in K-12 will be based on summative assessments only. Until that time
teachers will be afforded the opportunity to balance formative and summative assessments as we transition to this policy. In
order to help strike an appropriate balance between the two categories -- 1) Lesson Practice & Progress Checks and 2) Unit
and Course/Grade Level Assessments & Performance Tasks -- all Urbana City Schools teachers may utilize the scores
collected in their grade books to determine student grades according to the chart below. This 80% -- 20% balance reflects
the district’s emphasis on assigning periodic grades (interim and quarterly) utilizing mainly summative types of evidence. Of
course, this should not stifle classroom teachers who are now ready to implement a grading and assessment system that
relies solely upon summative assessment for the purpose of reporting student academic achievement.
Teachers need to limit the energy and time devoted to chasing down missed practice in order to focus heavily on designing
and using major assessments and performances tasks per quarter. The body of evidence for all unit and
course/grade level assessments & performance tasks should reflect a variety of relevant and meaningful assessments and
tasks, each of which directly measures the content standards. An alternative assessment or task may be used to provide
second chances and minimize cheating.
The appropriate role of daily practice is to develop knowledge and skills effectively and efficiently through repetition
and feedback that is accurate, helpful, and timely; it is not to provide grading opportunities. It is also critical that teachers
communicate to students the important relationship between practice -- both guided and independent practice – and
performing well on assessments and performances tasks.
Unit and Course/Grade Level
Assessments & Performance Tasks
Lesson Practice & Progress Checks
Major Assessments OF Learning
Assessment FOR Learning
Multiple measures of understanding and use of
knowledge
NO LESS than 80% of final grade
•
•
•
NO MORE than 20% of final grade
Unit assessments and also mid-unit assessments for
long units, which measure content standards
Major performance tasks -- mainly products,
performances, and projects (e.g., essays; artwork;
visual representations; models; multimedia; oral
presentations; lab experiences; live or recorded
performances)
Common summative assessments, which measure
content standards
•
•
13
Independent practice on daily work (daily
assignments and homework)
Brief progress checks (e.g., short quizzes over
multiple lessons; reviews or warm-ups)
Revised Spring 2011
THREE-YEAR DEVELOPMENT AND IMPLEMENTATION CALENDAR
2010-2011 SCHOOL YEAR
Development
Implementation
Implementation
Implementation
Implementation
Building committees will enforce clearly defined, age-appropriate consequences for academic
dishonesty as well as a clearly defined appeal process for offenders.
All teachers will report instances of academic dishonesty to the building principal.
Reassessments will be used as an additional opportunity for students to demonstrate understanding.
The student, in conjunction with the teacher, must develop and share a plan for additional learning in
order to earn the right to be reassessed for full credit.
The student must schedule reassessments with the classroom teacher prior to the next summative
assessment.
Semester and final exams for high school level courses will NOT be eligible for reassessment.
Implementation
**7-12 only
Implementation All grades associated with cooperative learning will reflect the achievement of each individual
student. Therefore, no group grades may be assigned.
Implementation If cooperative skills are evaluated, they will not be reported in conjunction with academic
achievement.
Development The meaning of grades, whether letters or numbers, will be derived from clearly defined descriptions
of performance standards.
Development A variety of measures of central tendency (not always mean), in conjunction with professional
judgment, will be used to the student’s benefit in the decision-making process for assigning grades.
Implementation Grades will be determined primarily on a combination of summative assessments and summative
performance tasks.
Implementation For transition year #1 only, teachers may balance their grading and assessment reporting 80%
summative and 20% formative (see p. 9).
Implementation If a grade of “I” (Incomplete) is assigned on a grade card, a student will have two weeks to submit the
missing assignments, and the teacher will have until the pre-determined building deadline for
submitting grades in order to grade this work.
Development Teachers will use a variety of methods for students to demonstrate their learning.
Implementation Teachers will incorporate both formative and summative assessment into their instructional practices.
Development Student work that is formative in nature will not be included in student grades, but it will provide
students with descriptive feedback.
Implementation In lieu of extra credit or bonus points, teachers will provide multiple opportunities for students to
demonstrate mastery of academic content standards through classroom assessments.
Development Clearly defined practices will be established and implemented related to supporting students in
meeting deadlines.
Development Students who do not submit required work by the due date will be held to district-defined escalating
consequences.
Development Student develops plan to address the situation (may involve required make-up work or time outside
the school day, which the student must arrange with the teacher).
Implementation Students are allowed one day make up time for each day of absence. If they do not meet this
deadline, the work falls under the category LATE ASSIGNMENTS. Extenuating circumstances will
be addressed by the building administrator.
Development The process for a student to recover from a grade of “I” will be clearly defined by the district.
2011-2012 SCHOOL YEAR
Implementation Building committees will enforce clearly defined, age-appropriate consequences for academic
dishonesty as well as a clearly defined appeal process for offenders.
Implementation Offenders [of academic dishonesty] must complete alternative work in order to demonstrate learning,
as defined by the teacher.
Development The meaning of grades, whether letters or numbers, will be derived from clearly defined descriptions
14
Revised Spring 2011
Development
Implementation
Implementation
Development
Development
Implementation
Implementation
Implementation
**2-12 only
Implementation
**2-12 only
Development
Implementation
Implementation
Development
Development
Development
Implementation
Implementation
Implementation
of performance standards.
A variety of measures of central tendency (not always mean), in conjunction with professional
judgment, will be used to the student’s benefit in the decision-making process for assigning grades.
Teachers will use a variety of methods for students to demonstrate their learning.
Student work that is formative in nature will not be included in student grades, but it will provide
students with descriptive feedback.
Student work that is summative in nature will be evaluated and reported to demonstrate mastery of
standards.
Both formative and summative performance will be accurately tracked by standard by the classroom
teacher.
All homework will be risk-free and will not be used in determining interim/report card grades.
Clearly defined practices will be established and implemented related to supporting students in
meeting deadlines.
Students who do not submit required work by the due date will be held to district-defined escalating
consequences.
Student develops plan to address the situation [late assignment] (may involve required make-up work
or time outside the school day, which the student must arrange with the teacher).
Grade books will be organized in a manner that reflects standards-based student achievement.
Student behaviors will not be considered a measure of academic achievement.
Student attendance will not be considered a factor in the measure of academic achievement.
Rubrics, as appropriate, will be used to give descriptive feedback on standards-based levels of
performance.
Performance levels on classroom rubrics will align with district-wide performance level descriptors.
EXCEEDS district standards – MEETS district standards – APPROACHES district standards
– DOES NOT MEET district standards
Teachers will provide frequent opportunities for students to engage in self- and peer-assessment as
well as goal-setting in the classroom.
Teachers will not use zeroes in grade determination, as punishment, or when evidence of learning is
missing. Instead, the teacher will reassess to determine true level of achievement or record an “I” for
INCOMPLETE.
If there is insufficient evidence for grade determination, the student will receive a grade of “I.”
The process for a student to recover from a grade of “I” will be clearly defined by the district.
2012-2013 SCHOOL YEAR
Implementation The meaning of grades, whether letters or numbers, will be derived from clearly defined descriptions
of performance standards.
Implementation A variety of measures of central tendency (not always mean), in conjunction with professional
judgment, will be used to the student’s benefit in the decision-making process for assigning grades.
Implementation Student work that is summative in nature will be evaluated and reported to demonstrate mastery of
standards.
Implementation Both formative and summative performance will be accurately tracked by standard by the classroom
teacher.
Implementation Grade books will be organized in a manner that reflects standards-based student achievement.
Implementation Rubrics, as appropriate, will be used to give descriptive feedback on standards-based levels of
performance.
Implementation Performance levels on classroom rubrics will align with district-wide performance level descriptors.
Implementation Teachers will provide frequent opportunities for students to engage in self- and peer-assessment as
well as goal-setting in the classroom.
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Revised Spring 2011
FREQUENTLY ASKED QUESTIONS
How were the grading guidelines developed?
A 26-person K-12 Grading & Assessment Task Force, comprised of both Grading & Assessment committee members and
additional key stakeholders, was organized in August 2009 for the purpose of developing and implementing district-wide
policies and practices that would ensure effective and consistent implementation of the assessment, grading, and reporting of
students’ learning. Meetings were held throughout the 2009-2010 school year. Ken O’Connor, author of A Repair Kit for
Grading -- Fifteen Fixes for Broken Grades, served as the district’s consultant for grading and assessment issues and
spent three full days with the task force during the course of this work. In addition, the district’s professional development
focus for 2009-2010 was formative assessment – assessment FOR learning. Teachers and administrators gained a stronger
understanding of formative and summative assessment and the important role that each plays in the teaching and learning
processes. This focus on formative and summative assessment will be sustained and expected as a regular part of
professional practice.
Who served on the initial Grading & Assessment Committee?
Melanie Anders -- Kindergarten
Tom Topolewski, Principal
Sharon Cromwell – Grade 2
Linda Locke -- Principal
Theresa Endres -- Grade 4
Brenda Riley -- Principal
Sarah Crist – Grade 5
Amber Schellhase – Grade 6
Joachim LaValley – Technology
Bart deNijs – Science Department Chair
Kris Mays – Principal
Jim Zaborowski – Math/Science
NORTH ELEMENTARY
Bev Caven -- K-2 Special Education
SOUTH ELEMENTARY
Teresa Hill – Grade 1
Marcia Marsh -- Kindergarten
EAST ELEMENTARY
Kelli Marsh – Grade 3
Marita Shingler – Grade 4
LOCAL INTERMEDIATE
Joanne Petty -- Principal
URBANA JUNIOR HIGH
Julie Sasala -- Math
URBANA HIGH SCHOOL
Katie deNijs – English Department Chair
Stephanie Moore – Math Department Chair
Gayle Geitgey – Director of Technology
Tim Hart – Director of Curriculum & Instruction
Charles Thiel – Superintendent
DISTRICT
Bill Grafflin – Technology Consultant
Mary Mitchell – Director of Special Education
Does research and/or literature support the guidelines?
Yes, the Grading & Assessment Committee read the works of many of the leading experts in the field of grading and
assessment. Ken O’Connor’s books were utilized for reference as well as articles from noted authors, including Rick
Stiggins, Bob Marzano, Tom Guskey, Doug Reeves, Jay McTighe, and Rick Wormeli.
16
Revised Spring 2011
Why were the grading guidelines developed?
•
•
•
•
•
•
•
•
To better link grading and reporting practices with district-wide curricular, instructional, and assessment
philosophies and practices
To increase consistency in grading and assessment throughout the district
To improve communication with parents, students, guidance counselors, other teachers, colleges, future
employers, and more
To diagnose student weaknesses earlier and more accurately so that children can get the help they need
To more accurately measure our students’ mastery of the Ohio Academic Content Standards
They were NOT developed to decrease grades.
They were NOT developed to increase grades.
They were NOT developed to make our schools be more like other schools, colleges, or any other institutions.
Why is consistency important?
•
•
•
The guidelines address certain core practices that need to be consistent throughout the district.
Consistency in grading practices increases fairness for children. With consistent practices it does not matter which
school a child attends or which teacher he or she gets for a particular subject. Each child will know that he or she
will get the same grade for the same work, regardless of the teacher.
Consistency also improves communication. From teacher to teacher and year to year, grades will mean the same
thing, which will help everyone involved understand the information being reported.
How do the grading guidelines improve communication?
•
•
•
Because the guidelines provide consistency in grading, the grades students get will mean the same thing from
teacher to teacher. For example, everyone will have a much better understanding and agreement on what an “A” or
what “Meets District Standards” means and what it takes to earn each grade.
Communication is also improved because what a grade means is made more specific. If a nine-weeks grade is a
combination of achievement, effort, behavior, attitude, attendance, and more, it is nearly impossible to break apart
the grade to understand the student’s individual strengths and weaknesses. Rather than combining all these factors,
quarterly grades will come from a child’s mastery of the academic content of the class.
The guidelines also improve communication by sharing more information on interims and report cards. While
summative assessment will be used to measure academic achievement, behaviors such as attendance, effort,
classroom conduct, and more may be reported separately. Interims and report cards will ultimately be redesigned
to accommodate the additional information.
How can the grading and assessment guidelines help diagnose student weaknesses?
•
•
•
•
•
•
Grades will more accurately reflect what a student really knows since the grades will be determined primarily
through summative assessment (assessment OF learning).
Formative assessment (assessment FOR learning) will have little or no effect on a student’s grade.
Factors such as behavior, participation, and attitude will not be calculated into the grade at all, unless they are
specifically part of the academic requirements for that course.
Factors other than academic achievement can greatly impact a student’s grade to the point that it no longer
accurately represents what the child knows or is able to do.
If students grades are inappropriately inflated, weaknesses can be hidden by the increased grade so that they “fall
through the cracks” and don’t get the help they really need.
When a child’s grade accurately reflects what he or she knows, weaknesses can be found early and the child can get
the help he or she needs before the problem increases.
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Revised Spring 2011
Are the grading and assessment guidelines a big change for our school district?
•
Not necessarily. Some of our teachers have been following practices very similar to the guidelines for many years
on their own. For others, the guidelines will foster a shift in their thinking about grading and assessment and what’s
best for students.
What is formative assessment (assessment FOR learning)?
•
•
•
Whenever a student learns new material, he or she goes through a time of wrestling with the content before
eventually mastering the information or skills. It is expected that a student will make some mistakes during the
learning process. Work/assessments completed during this learning period is considered formative assessment
(assessment FOR learning).
The purpose of formative assessment is not to judge a student’s final mastery of a concept or skill, but to evaluate
where he or she is in the learning process, diagnose any problems, and rethink teaching approaches so that the child
can better master the content.
Formative assessment can take many forms, including, but not limited to:
 Quizzes
 Homework
 First drafts of writing
 Teacher questions during instruction
 Use of student response systems during instruction
 Informal observation
 Pre-assessment at the beginning of a unit
 Entrance/exit slips
What is summative assessment (assessment OF learning)?
•
•
•
After a student has had sufficient instruction and practice on a topic, concept, or skill, it is then reasonable to judge
his or her mastery. Any work or assessment done at that point is considered to be summative assessment.
The purpose of summative assessment is to evaluate how well a student has learned the material.
Summative assessment can take many forms, including, but not limited to:
 Tests (written or oral)
 Student performance
 Quizzes
 Final drafts of student writing (term papers, essays, stories, etc.)
 Projects
 Presentations
How do you distinguish between formative assessment and summative assessment?
•
•
•
If a student is learning something for the first time, or is still in the early stages of learning the material, it is
formative assessment.
If a student has had sufficient instruction and practice on a topic to the point that it is fair to judge him or her on
mastery of content, then it is summative assessment.
You do NOT distinguish between formative assessment and summative assessment by the type of assessment it is.
For example, homework is NOT always formative assessment, and quizzes are NOT necessarily summative
assessment. Assignments that are summative in nature, such as lab reports, processed papers, and projects, may
require time at home to complete.
Why are formative assessment and summative assessment balanced differently in a student’s
overall grade?
•
Summative assessment obviously counts more than formative assessment. Eventually, a student’s overall grade will
be derived purely based on summative assessment.
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Revised Spring 2011
•
•
It is not fair for formative assessment to count more for a number of reasons:
 On one hand, if you grade a student’s formative assessments for correctness, the grade will more than likely be
incorrectly lowered. Formative assessment is utilized while a student is still learning the material, and it is
reasonable to expect mistakes. It is not fair to judge a student’s mastery of material when he or she is still in the
process of learning it.
 On the other hand, if you grade a summative assessment for completion only, the grade will more than likely be
incorrectly raised. He or she would be getting a grade for merely completing required work. The fact that a
student completes an assignment does not provide any useful information as to how well he or she learned the
material.
In summary, to serve as an accurate measure of what a student has truly learned, a quarterly grade must be based
primarily on work that was actually graded for correctness and at a time when the student has had sufficient
instruction and practice to be held responsible for the material. Therefore summative assessment counts more.
What type of work is considered Unit and Course/Grade Level Assessments and Performance
Tasks?
•
•
After a student has had sufficient instruction and practice on a topic, it is then reasonable to judge their mastery of
the information or skills. Any work done at that point is considered a summative assessment.
The purpose of unit and course/grade level assessments and performance tasks is to evaluate how well a student has
learned the content.
Why are Unit and Course/Grade Level Assessments & Performance Tasks counted differently than
Lesson Practice and Progress Checks?
•
•
In order to be an accurate measure of what a student has learned, a grade needs to be based primarily on work that
was actually scored at a time when the student has had sufficient instruction and practice (formative) to be held
responsible for the results. Therefore, unit and course/grade level assessments and performance tasks (summative)
are counted more heavily.
It is not fair to count lesson practice and progress checks as heavily as unit and course/grade level assessments and
performance tasks because during this time a student is still learning the content, and it is reasonable to expect
mistakes.
How was the 80% - 20% split for Year #1 determined?
•
•
•
The percentage split was decided upon by the District Grading & Assessment Committee.
Teachers are still becoming more comfortable with the use of formative assessment in their daily instruction.
Moving forward in a gradual manner allows teachers the opportunity to grow and practice the active use of
formative assessment.
The committee arrived at a maximum of 20% for formative assessment as a value that would:
 give reasonable weight to such work in Year #1;
 not overly inflate or reduce a student’s academic grade with non-achievement factors in Year #1; and
 allow for consistency as teachers move forward with formative assessment in Year #1.
Is it true that tests will now count for at least 80% of a student’s grade?
•
•
•
•
•
•
No, that is not true.
Summative assessment (during Year #1 only) will count for at least 80% of a student’s grade.
Traditional written tests are merely one type of assessment that may be included in the student’s overall grade.
Students should be measured with a variety of assessment methods to take into account their individual strengths
and weaknesses.
Quality assessment includes “write, do, and say” opportunities, not just paper/pencil tests. We must recognize
varied learning styles and address them in our assessment plans.
The student who “isn’t a great test-taker” will still have the opportunity to be successful in the classroom.
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Revised Spring 2011
Is it true that homework will now count for 20% of a student’s grade?
•
•
•
•
No, that is not true.
Formative assessment (during Year #1 only) will count for no more than 20% of a student’s grade.
Homework may be part of either formative or summative assessment, depending upon the assignment. For
example, when a student first learns a concept, that night’s homework would probably be used for the purpose of
formative assessment. However, assignments that are summative in nature, such as lab reports, processed papers,
and projects, may require time at home to complete and would be counted as part of the 80% during Year #1.
The 20% formative assessment (during Year #1 only) should come from several of the following:
 Quizzes
 Homework
 First drafts of writing
 Teacher questions during instruction
 Use of student response systems during instruction
 Informal observation
 Pre-assessment at the beginning of a unit
 Entrance/exit slips
 And more…
If formative assessment is worth no more than 20% of the quarterly grade, why should a student
bother completing it?
•
•
The purpose of lesson practice and progress checks (formative assessment) is to provide students with experience
learning new concepts, evaluate how well they are learning it, and then provide additional instruction and practice
as needed. If the lesson practice and progress check work is not completed, these benefits are lost, and the scores on
the unit and course/grade level assessments and performance tasks (summative) will likely decrease as a result.
Failing to complete work is also a behavioral problem and will result in behavioral consequences.
If some assignments “don’t count for a grade,” what will be the motivation for students to come to
school regularly?
•
•
The motivation will be the opportunity to learn from engaging, worthwhile classroom activities.
We can’t say that formative assessments “don’t count.” Everything counts – some as practice, some as
performance.
How many major assessments and performance tasks should students be assigned each grading
period?
•
•
Students should have ample opportunity to provide evidence of learning, so several major assessment task scores
should be entered in the grade book each grading period.
The body of evidence for all unit and course/grade level assessments & performance tasks should reflect a variety of
relevant and meaningful assessments and tasks, each of which directly measures the content standards.
Is a behavioral consequence enough when it comes to academic dishonesty?
•
We must remember that there is a double-consequence in this situation. Not only will the student encounter a
behavioral consequence that is appropriate for the offense, but he or she will also be required to invest the time and
effort necessary to complete the assessment with integrity.
Will these grading and assessment guidelines decrease my child’s grades?
•
Guidelines do not lower grades. Only performance increases or decreases one’s grades. Although the guidelines
are not designed to intentionally raise or lower grades, some changes could occur as described below.
20
Revised Spring 2011
•
•
•
•
If a child’s grade has been increased by good behavior, good attitude, completed homework, or extra credit in the
past, the grade could now be lower as the guidelines diminish the influence such factors can have on an academic
grade.
This is not intended to punish the child in any way. In fact, these guidelines are designed so that a student is able to
get the help he or she may need during the learning process without penalty of lowered grades. If a student does
not understand the material, but the grade is inflated by non-academic factors, then his or her academic weakness
may go undetected for some time. With an artificially inflated grade the student may “fall through the cracks” until
he or she does poorly on a standardized state test.
If a child gets a lower grade that is based purely on academic factors, it will alert everyone involved to his or her
academic weakness. It is necessary to get this accurate information as early as possible so that there is still adequate
time to get the student the help needed to master the material.
Also, although behavior and attitude are not included in the academic grade, they are still very important and will be
rewarded and reported separately.
Will the grading guidelines increase my child’s grades?
•
•
•
Guidelines do not raise grades. Only performance increases or decreases one’s grades. Although the guidelines are
not designed to intentionally raise or lower grades, some changes could occur as described below.
If a child’s grade has been decreased by poor behavior, poor attitude, incomplete homework, or refusal to complete
extra credit in the past, the grade could now be higher as the guidelines diminish the influence such factors can have
on an academic grade.
Although behavior and attitude are not included in the academic grade, they are very important and poor behavior
and attitude will be dealt with and reported separately.
What do the guidelines say about extra credit and bonus points?
•
•
•
•
•
•
Neither extra credit nor bonus points will be awarded in Urbana City Schools.
Extra credit and bonus points distort measurement of student achievement on standards.
In lieu of extra credit or bonus points, teachers will provide multiple opportunities for students to demonstrate
mastery of academic content standards through classroom assessments.
Students who perform poorly on summative assessments will have the opportunity to reflect on and analyze the
poor performance, develop a plan of action, and retake the assessment with the goal of improved performance.
By incorporating “bonus” into a final assessment grade, we mask how well the student has mastered the standards.
Activities such as bringing school supplies, obtaining parent signatures, merely attending an event, or completing
any task unrelated to achieving mastery of a standard do not meet district guidelines.
What is the difference between extra credit and bonus points?
•
Extra credit opportunities are “stand-alone” assignments, while bonus points are “extra” questions on another
assessment, such as a test or quiz.
Is it true that behavior, participation, attitude, attendance, and effort will not count toward a
student’s academic grade?
•
•
•
Yes, this is true.
However, in the event that one or more of these factors are explicitly part of the academic content standards, they
would be measurable as part of the academic grade.
For example, depending upon how it is used, participation may be part of the academic grade. If participation is
simply keeping track of which students answer multiple questions in class, then it is really not a measure of what
they know, but rather who has the most outgoing personality. On the other hand, if a teacher has structured inclass questions in such a way that every student has the opportunity and expectation to participate, then the
“participation” is really “oral assessment,” which is an acceptable way to measure a student’s academic knowledge
ONLY IF IT IS SUMMATIVE IN NATURE.
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Revised Spring 2011
Why do behavior, participation, attitude, attendance, and effort not count toward a student’s
grade?
•
•
•
•
•
•
There are several reasons for this.
One reason why these factors are not calculated into the student’s grade is because, by their very nature, they are
already influencing the grade.
 For example, if a student behaves well, participates frequently, has a good attitude, attends school regularly,
and puts forth a strong effort, his or her grade will naturally improve. Giving good grades for these factors
would be a double benefit for that student, artificially inflating the grade.
 On the other hand, if a student does not behave well, participates infrequently, has a poor attitude, misses
school frequently, and puts forth little effort, the grade will naturally be hurt. Giving low grades for these
factors would be considered “double jeopardy” for that student, artificially decreasing the grade.
Behavioral factors are very difficult to define and measure. Although there is some subjectivity to all grading,
factors such as effort and attitude are more open to personal interpretation and are difficult to accurately measure.
It is not fair to the student for a teacher to count some of these factors, as they are more a product of personality
than academics. A child who is shy, depressed, or insecure may not show a positive attitude, although he or she
may understand the material perfectly. A student who masters material quickly, or works best at home, may not
need to display much effort in class if he or she is not given challenging work appropriate to ability level.
Since these factors are behavioral in nature, they should receive behavioral rewards and consequences rather than
academic rewards and consequences. There are many age-appropriate ways that a teacher can respond to students’
positive and negative behavior other than increasing or decreasing grades. Additionally, “making the punishment fit
the crime” helps students understand the natural consequences of their poor decisions.
By keeping non-academic factors out of the grade, the grade can accurately represent a student’s academic
achievement. As such, the grade can assist to diagnose a student’s weaknesses and allow him or her to get necessary
assistance.
What will be done to report behavior, participation, attitude, attendance, and effort?
•
•
Parents are already made aware of their children’s absence from school
As a district, we will be working on the redesign of our reporting system to include the opportunity to share student
performance with regard to non-academic factors.
What do the guidelines say about late work?
•
•
•
Firm due dates for summative assignments will be communicated by the teacher in advance, based upon reporting
schedules and when work is handed back to students.
If a student has not submitted required work by the due date, escalating consequences may include:
 Student/teacher conference
 Teacher call to parent/guardian
 Contract established between teacher and student
 Student-developed plan to address the situation (may involve required make-up work or time outside the school
day, which the student must arrange with the teacher)
 Student meets with principal/designee
 Ineligibility for co-curricular activities/events
 Attendance at compulsory work session(s) at a time determined by the teacher or principal/designee
Extensions for submission of assignments will be based upon individual circumstances.
Why is credit given for late work up until the final summative assessment for that
unit/section/chapter?
•
The purpose of formative assessment is to evaluate how well a student is learning new material so that additional
instruction and practice can be given if needed in order to help the student.
22
Revised Spring 2011
•
•
If a student is given a zero for a late assignment, it is doubtful that he or she will then complete the assignment. In
such a case, the student is not getting necessary practice with that material, and the feedback from the teacher is
lost. The summative assessment, in this case, may be the first time such work is attempted.
If credit is given for the work, there is a greater chance that the student will complete it and get the necessary
practice.
How many major assessments and performance tasks should students be assigned each grading
period?
•
•
Students should have ample opportunity to provide evidence of learning, so several major assessment task scores
should be entered in the grade book each grading period.
The body of evidence for all unit and course/grade level assessments & performance tasks should reflect a variety of
relevant and meaningful assessments and tasks, each of which directly measures the content standards.
What about those students who are not great test takers? Won’t their grades decline dramatically
if only summative assessments are figured into their quarterly grades?
•
•
Quality assessment includes “write, do, and say” opportunities, not just paper/pencil tests.
We must recognize varied learning styles and address them in our assessment plans.
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Revised Spring 2011
GLOSSARY OF GRADING & ASSESSMENT TERMS
Achievement
Assessment
Authentic Assessment
Common Assessment
Content Standards
Criteria
Criterion-Referenced
Descriptive Feedback
Diagnostic Assessment
Evaluation
Exemplars
Formative Assessment
Grade
Growth
Incomplete
Learning Target
Mark
demonstration of student performance measured against specific criteria
(performance standards).
gathering and interpreting information about student achievement (group
or individual) using a variety of tools and techniques. It is the act of
describing student performance, primarily for the purpose of enhancing
learning. As part of assessment, teachers provide students with feedback
that guides their efforts toward improved achievement.
Assessment tasks in which students demonstrate their knowledge and skills
in ways that resemble “real life” as closely as possible
Assessment that is administered in the same way across multiple classrooms
what students are expected to know and be able to do.
characteristics or dimensions of student performance.
assessment of students’ success in meeting stated expectations or standards
information provided to students to tell them about their learning (what is
working, what needs to change…) Students should use this information
to adjust their practices in order to improve learning and to learn from
their errors. Descriptive feedback should be in comparison to models,
exemplars, samples, descriptions, or criteria. It should refer to the work
or the performance, not the student.
assessment usually carried out prior to instruction that is designed to
determine a student’s attitude, skills, or knowledge to identify specific
student needs.
making judgments about the quality of student achievement over a period
of time, primarily for the purpose of communicating student achievement.
work samples that demonstrate specific levels of performance
the gathering of information during the learning process. This
information/data are used to provide direction for improvement and
adjustment, often given in the form of descriptive feedback. Teachers
record or track formative assessment in order to support decisions
regarding instruction. Formative assessment data should not be used in the
determination of interim or report card grades.
the number, letter, or level reported at the end of a period of time as a
summary statement of student achievement.
improvement by an individual relative to prior performance.
grade assigned due to missing work and/or insufficient evidence of
learning.
an observable result demonstrated by a student’s knowledge, skills, or
behavior.
the “score” (number, letter, or performance level) given on any single test
or performance.
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Revised Spring 2011
Outlier
Peer Assessment
Performance Assessment
Performance Standards
Portfolio
Progress
Rubric
Score
Standard
Standardized Assessments
Standards-Based
Summative Assessment
a score that is significantly different from the overall body of evidence.
a reflective practice in which students make observations about their peers’
performances relative to expectations or specific criteria
assessment that relies on observation of a student’s performance or the
product of a performance requiring students to demonstrate directly the
specific skills and knowledge being assessed
how well students are expected to demonstrate knowledge and skill.
a purposeful, integrated collection of student work that tells the story of
the student’s progress and achievement of standards in a given area.
improvement by an individual relative to a goal or standard.
a set of guidelines for assigning scores and providing feedback. A solid
rubric provides clear descriptions for all criteria being assessed and shows a
range of performance from low to exemplary.
the number (or letter) assigned to any student assessment or performance
statement that describes what and/or how well students are expected to
understand and perform
Assessments that are administered and scored in exactly the same way for
all students
Instruction and assessment targeted at established content standards and
designed to reveal what a student knows and is able to do
the gathering of data and information to inform stakeholders about the
extent of student achievement relative to the expectations of a unit or
course of study. Interim and report card grades are based on summative
assessment data.
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Works Cited
Berliner, D., and U. Casanova. "Are Grades Undermining Motivation?" Instructor October (1998): 18-19. Print.
Deddeh, Heather, Erin Main, and Sharon Ratzlaff-Fulkerson. "Eight Steps to Meaningful Grading." Kappan 91.7 (2010): 5358. Print.
Friedman, S. J., and M. Manley. "Grading Teachers' Grading Policies." NASSP Bulletin April (1998): 77-78. Print.
Guskey, Thomas R., and Jane M. Bailey. Developing Grading and Reporting Systems for Student Learning. Thousand Oaks, Calif.:
Corwin, 2001. Print.
Guskey, Thomas R. "Computerized Gradebooks And the Myth Of Objectivity." Phi Delta Kappan 83.10 (2002): 775-80.
Print.
Guskey, Thomas R. "Grading Policies That Work Against Standards...and How To Fix Them." NASSP Bulletin 84.620
(2000): 20-27. Print.
Haley, B. "Does an A Really Equal Learning?" NASSP Bulletin April (1988): 35-41. Print.
Jongsmaa, K. S. "Rethinking Grading Practices." The Reading Teacher December (1991): 318-20. Print.
Kohn, Alfie. "Grading: The Issue Is Not How but Why." Educational Leadership 52.2 (1994): 38-41. Print.
Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-based Strategies for
Increasing Student Achievement. Alexandria, Va.: Association for Supervision and Curriculum Development, 2001.
Print.
McTighe, Jay, and Ken O'Connor. "Assessment and Grading for Learning." Educational Leadership 63.3 (2005): 10-17. Print.
O'Connor, Ken. A Repair Kit for Grading: 15 Fixes for Broken Grades. Portland, OR: Educational Testing Service, 2007. Print.
O'Connor, Ken. How to Grade for Learning: Linking Grades to Standards. Arlington Heights, IL: SkyLight Professional
Development, 2002. Print.
O'Connor, Ken. "Reforming Grading Practices in Secondary Schools." Principal's Research Review 4.1 (2009): 1-7. Print.
Reeves, Douglas B. "Leading to Change / Improving Student Attendance." Educational Leadership 65.8 (2008): 90-91. Print.
Reeves, Douglas B. "The Case Against the Zero." Phi Delta Kappan 86.4 (2006): 324-25. Print.
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Stiggins, Richard J. Classroom Assessment Training Program: Trainer's Instructional Package. Portland, Or.: Northwest Regional
Educational Training Laboratory, 1990. Print.
Winger, Tony. "Grading to Communicate." Educational Leadership 63.3 (2005): 61-65. Print.
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Appendix A
Academic Dishonesty Policies
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Urbana City Schools
Academic Dishonesty Policy K-2
North and South Elementaries
In an effort to prevent academic dishonesty, students will be required to use folders/cardboard dividers and/or be seated
separately during formal assessments.
In the event of academic dishonesty, the following procedures will be followed:
1st occurrence – student/teacher discussion
Behavioral consequence – student reassesses during recess or during another time determined by the classroom teacher
2nd occurrence – student calls home to inform parent
student/principal discussion
Behavioral consequence – students reassesses during recess or during another time determined by the classroom teacher
loss of privileges (e.g., recess, assembly, etc.)
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Urbana City Schools
Academic Dishonesty Policy 3-4
East Elementary
In the event of academic dishonesty, the following procedures will be followed:
1st occurrence -- phone call home
Behavioral consequence -- miss one week recess
2nd occurrence -- phone call home
Behavioral consequence -- miss two weeks recess
3rd occurrence -- phone call home
Behavioral consequence -- miss three weeks recess
**Continue phone calls home and escalating weeks of recess with each offense
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Urbana City Schools
Academic Dishonesty Policy 5-6
Local Intermediate
In the event of academic dishonesty, the following procedures will be followed:
The level of academic dishonesty is determined by the administration and is based on the number of incidents and the
seriousness of the offense. The assignment to Level I may occur only on a first incident of academic dishonesty during the
student’s Local Intermediate career. If other incidents occur, student may be assigned to Level II and/or III automatically.
Level I:
•
•
•
•
•
•
Level II:
•
•
•
•
•
•
Level III:
•
•
•
•
•
•
Teacher Notification to the office
Parent Notification from office
If a paper/pencil assessment, then assigned to office immediately to complete assessment by giving student a
new paper/pencil assessment with integrity.
If an extended project/paper, then student must follow the reassessment policy of the teacher.
Lunch detention for 5 school days. Length of time may be extended until all consequences have been
completed.
No Quarterly Reward Trip (current quarter)
Teacher Notification to the office
Parent Notification from office
If a paper/pencil assessment, then assigned to office immediately to complete assessment with integrity.
If an extended project/paper, then student must follow the reassessment policy of the teacher.
Two (2) days of ISS (In-School Suspension). Length of time may be
extended until all consequences have
been completed.
No Quarterly Reward Trip (remainder of year)
Teacher Notification to the office
Parent Notification from office
If a paper/pencil assessment, then assigned to office immediately to complete assessment with integrity.
If an extended project/paper, then student must follow the reassessment policy of the teacher.
Three (3) days of OSS (Out of School Suspension)
No Quarterly Reward Trip
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Urbana City Schools
Academic Dishonesty Policy 7-8
Urbana Junior High School
In the event of academic dishonesty, the following procedures will be followed:
The level of academic dishonesty is determined by the administration and is based on the number of incidents and the
seriousness of the offense. The assignment to Level I may occur only on a first incident of academic dishonesty during the
student’s junior high school career. During subsequent school years, the student will be assigned no lower than Level II.
Level I:
* Teacher Notification to the office
* Parent Notification from office
* If a paper/pencil assessment, then assigned to office immediately to complete assessment by giving student a
new paper/pencil assessment with integrity.
* If an extended project/paper, then student must follow the reassessment policy of the teacher.
* Academic Probation for four (4) weeks – includes removal of library/office aide privileges, no Hillclimber
Incentive Program (HIP) cardholder privileges, no library privileges beyond going to library for class (unless
specified by teacher), and one (1) Tuesday Night School (TNS). Length of time may be extended until all
other consequences have been completed.
* Notification to staff/advisors/coaches – co-curricular and/or extracurricular.
Level II:
* Teacher Notification to the office
* Parent Notification from office
* If a paper/pencil assessment, then assigned to office immediately to complete assessment with integrity.
* If an extended project/paper, then student must follow the reassessment policy of the teacher.
* Academic Probation for nine (9) weeks – includes removal of library/office aide privileges, no HIP
cardholder privileges, no library privileges beyond going to library for class (unless specified by teacher),
and assignment of one
(1) TNS. Length of time may be extended until all other consequences have been completed.
* No end of the year cardholder trips
* Three (3) days of Out of School Suspension or Community Service – five (5) hours at designated locations or
at UJHS.
* Notification to staff/advisors/coaches – co-curricular and/or extracurricular.
Level III: * Teacher Notification to the office
* Parent Notification from office
* If a paper/pencil assessment, then assigned to office immediately to complete assessment with integrity.
* If an extended project/paper, then student must follow the reassessment
policy of the teacher.
* Academic Probation for eighteen (18) weeks – includes removal of library/office aide privileges, no card
holder privileges, no library privileges beyond going to library for class (unless specified by teacher), one
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(1) TNS, no pool trip or other incentive trips at the end of the year, and noWashington Trip. Length of time
may be extended until all other consequences have been completed.
* No end of the year HIP cardholder trips
* Five (5) days of Out of School Suspension or Community Service – ten (10) hours at designated locations or
at UJHS
* Notification to staff/advisors/coaches – co-curricular and/or extracurricular.
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Urbana City Schools
Academic Dishonesty Policy 9-12
Urbana High School
In the event of academic dishonesty, the following procedures will be followed:
The level of academic dishonesty is determined by the administration and is based on the number of incidents and the
seriousness of the offense. The assignment to Level I may occur only on a first incident of academic dishonesty during the
student’s high school career. During subsequent school years, the student will be assigned no lower than Level II.
Level I:
* Office/Parent Notification
* If a paper/pencil assessment, then assigned to ALC immediately to complete assessment with integrity.
* If an extended project/paper, then student must follow the reassessment policy of the teacher.
* Academic Probation for four (4) weeks – includes removal of lunch pass privileges, field trip privileges, and
office aide privileges. Length of time may be extended until all other consequences have been completed.
* Community Service – ten (10) hours at designated locations or at UHS
* Notification to advisors/coaches – co-curricular and/or extracurricular.
Level II:
* Office/Parent Notification
* If a paper/pencil assessment, then assigned to ALC immediately to complete assessment with integrity.
* If an extended project/paper, then student must follow the reassessment policy of the teacher.
* Academic Probation for nine (9) weeks – includes removal of lunch pass privileges, field trip privileges, and
office aide privileges. Length of time may be extended until all other consequences have been completed.
* Community Service – fifteen (15) hours at designated locations or at UHS
* Notification to advisors/coaches – co-curricular and/or extracurricular.
* Assignment of two (2) Tuesday Night Schools
Level III:
* Office/Parent Notification
* If a paper/pencil assessment, then assigned to ALC immediately to complete assessment with integrity.
* If an extended project/paper, then student must follow the reassessment policy of the teacher.
* Academic Probation for eighteen (18) weeks – includes removal of lunch pass privileges, field trip privileges,
and office aide privileges. Length of time may be extended until all other consequences have been completed.
* Community Service – twenty (20) hours at designated locations or at UHS
* Notification to advisors/coaches – co-curricular and/or extracurricular.
* Two (2) days of Out-of-School Suspension
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Level IV:
* Office/Parent Notification
* If a paper/pencil assessment, then assigned to ALC immediately to complete assessment with integrity.
* If an extended project/paper, then student must follow the reassessment policy of the teacher.
* Academic Probation for eighteen (18) weeks – includes removal of lunch pass privileges, field trip privileges,
and office aide privileges. Length of time may be extended until all other consequences have been completed.
* Community Service – twenty (20) hours at designated locations or at UHS
* Notification to advisors/coaches – co-curricular and/or extracurricular.
* Five (5) days of Out-of-School Suspension
Level V:
* Office/Parent Notification
* If a paper/pencil assessment, then assigned to ALC immediately to complete assessment with integrity.
* If an extended project/paper, then student must follow the reassessment policy of the teacher.
* Academic Probation for eighteen (18) weeks – includes removal of lunch pass privileges, field trip privileges,
and office aide privileges. May be extended until all other consequences have been completed.
* Community Service – twenty (20) hours at designated locations or at UHS
* Notification to advisors/coaches – co-curricular and/or extracurricular.
* Ten (10) days of Out-of-School Suspension and Recommendation of Expulsion
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Appendix B
Assessment and Reassessment
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PURPOSE OF REASSESSMENT
Reassessment is intended to provide an additional opportunity to demonstrate understanding and shall not be used solely for
the purpose of bringing up a student’s grade (Grading & Assessment Guidelines p.3). As teachers continue to improve the
use of formative assessment to assess students’ readiness to take the summative, the need for reassessment will decrease.
However, reassessment is intended to provide students with the opportunity to demonstrate understanding and should
support student learning and comprehension of the learning targets. Reassessment plans should encourage students to
increase their understanding of the material in preparation for their reassessment(s).
The practice of providing multiple opportunities does not mean second chances should automatically be given to students for
every assessment or performance task. Students must provide evidence that they have completed some type of correctives
(e.g., personal study or practice, peer tutoring, study guides, or review classes) before they are allowed second chance
opportunities. Any re-teaching, review, or reassessment should be done at a time prearranged with the teacher (O’Connor,
2002, How to Grade for Learning: Linking Grades to Standards, p. 133).
When second chance opportunities are made available, they should be made available to all students who have met the
reassessment criteria. A student’s score on a reassessment should not be averaged with the original score. Professional
judgment should be used in determining the grade that best represents the student’s academic achievement. Professional
judgment is based on evidence, NOT classroom policy.
FREQUENTLY ASKED QUESTIONS ABOUT REASSESSMENT
Should every teacher use the same reassessment form?
Reassessments forms should be catered to meet the needs of the teacher/course/assignment. Individuals teaching the same
grade or subject may find it convenient to share a common form, but this is not a requirement.
Is a parent signature required to reassess?
No signature is required. However, communication with parents is always encouraged.
What if the reassessment score is lower than the original score?
If the reassessment is lower than the original, more evidence of learning is needed to determine a grade - there is not
consistent evidence of learning. This is not as big of a concern if teachers are assessing students on only the learning targets
with which they struggled. Teachers should use professional judgment in determining which score best represents a
student’s true level of understanding.
STRATEGIES FOR REASSESSMENT PREPARATION
Guided Practice
One-on-One Instruction / Intervention
Structured Study Time
Peer Tutoring
Review Games
Computer-Based Skill Review
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Original Test Corrections
REASSESSMENT OPTIONS
Missed Learning Targets v. All Learning Targets
Reassessment of missed learning targets is encouraged. Initially, reassessing the students on only the missed learning targets
may seem like more work on the part of the teacher, but the reassessment itself should take less time to grade. This option
also allows the students to focus on learning the material they did not learn the first time. However, in certain cases,
reassessment of the entire assignment may be more appropriate (i.e., vocabulary, multiplication tables, etc).
Verbal v. Paper-Pencil
Verbal reassessment is certainly an option and may be ideal when reassessing only one or two learning targets.
Format
As long as an assessment is measuring the same learning targets, the format used to reassess may be different from the
original (i.e., turning multiple choice questions into written response questions, verbal v. paper-based – see above).
NOTE: Offering students a choice in the method of reassessment for a given assignment could also be an option.
WHAT DOES REASSESSMENT LOOK LIKE?
Sample Situation
Reassessment that does not support
student learning:
Reassessment that supports student
learning:
K-6
Giving the exact same assessment.
No intervention before reassessment.
7-12
On a unit test (multiple
choice and written
response), a student scores
poorly, but only misses
questions assessing one of
the four learning targets
covered.
On a vocabulary quiz (fill
in the blank), a student
receives a 15/20.
Alternate forms of reassessment: taking a
multiple-choice test and turning it into a
written response (short answer) test.
One-on-one review, flash cards, re-teaching
in a small group BEFORE giving the
reassessment.
Plan: complete ALL chapter review
questions (even those over the material
previously understood)
Reassessment: the same test, or a similar
test, administered in its entirety
Plan: correct the missed questions, and
complete the chapter review questions
related to the missed learning target only
Reassessment: a written response test
covering only the missed learning target
Plan/Reassessment: write the definition
for each missing word five times on the back
of the quiz and turn it back in
Plan: create flash cards to study the five
missed words
Reassessment: verbal quiz - use each word
in a sentence
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Appendix C
Measures of Central Tendency
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Why won’t grades always be calculated based on the mean average? The mean average has long been the main method
teachers have used to calculate summary grades, although many variations have been used by individual teachers. When
grading students’ work, there is no one method that is always best to determine a grade that actually represents student
achievement. Determining a summary grade when a student performs consistently on a learning target throughout a grading
period is relatively easy, and using the mean average works as well as any method. However, the teacher’s professional
judgment is needed particularly for students who perform inconsistently during a grading period, or don’t complete all
assigned work.
In such cases, teachers are encouraged to use the middle score (median) as the default method for summative assessments.
This method most often provides the most accurate summary grade. The mean or the most frequent score (mode) should
also be considered for representing the most accurate summary grade. Keep in mind that it is more important whether -rather than when -- a student achieves the learning targets.
Measures of Central Tendency
DEFINITIONS
Mean: The arithmetic average of student scores.
Median: The middle score in the distribution of scores that have been ranked in numerical order.
Mode: The most frequently occurring score in a set of scores.
When using a measure of central tendency other than the mean to determine a student’s grade, you must
have multiple assessments over the same indicator.
EXAMPLES
Examine the following student scores89, 89, 89, 20, 89, 89, 89, 20, 89, 89
Total- 752
The mean (or average) would equal 75.2
The median would equal 89
In this case, the mode would also equal 89
“Grading by the median provides more opportunities for success by diminishing the impact of a few stumbles and by
rewarding hard work.” -- Wright, Russell. G., “Success for All: The Median is the Key”, Kappan, May 1994, 723-725
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In the example above, the first attempt at the drivers license test resulted in a failing grade (50%). If the mean (average) was
used to issue a driver’s license, the person in the example above would have to pass the test 5 more times in order to receive
his/her license. Luckily, once a person has demonstrated mastery of the required skills to earn a driver’s license, he/she
only has to pass the test once.
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In the example above, the students’ grades are calculated using both the mean and the median. Karen and Jennifer both
seemed to struggle with the skill in the first few assessments. However, they both showed how much they had learned
through the last several assessments. If their grades were calculated using the mean, they would be punished for their
earliest attempts regardless of the fact that they has mastered the skill by the end. If their grades were calculated using the
median, it would more accurately reflect the learning that had taken place.
Students are responsible for completing all assigned work to the best of their ability. Individual teachers have responsibility
for keeping their students before, during, and/or after school to get all types of work completed. The grade assigned for the
interim or the grading period must be based on both the body of evidence (the scores) and professional judgment
(common sense) – See Appendix F. Teachers need to understand their options and authority for infusing judgment when
assigning grades.
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Appendix D
Incompletes
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ZEROES
As professionals, we have come to the conclusion that assigning zeroes for grades is no longer an acceptable practice.
Therefore, it is expected that teachers will make multiple attempts to intervene with and communicate to students and/or
parents about incomplete work. Formative work will be recorded as “missing” in Progress Book. Students will have until
the corresponding summative assessment to complete these activities, or the grade will remain “missing.”
If the teacher determines that a particular “missing” assignment is critical for determining a student’s quarter grade, he/she
may require completion of the assignment in order to assign a grade that accurately reflects the student’s performance.
Zeroes will not be assigned for unexcused absences. Students in grades K-6 will be required to make up formative and
summative assignments essential to determining academic achievement. In order to receive credit for work missed,
students in grades 7-12 will be assigned a behavioral consequence that requires the student to invest time missed due to
unexcused absence.
Students who are absent due to disciplinary actions (in-school suspension or out-of-school suspension – expulsion
excluded) will be allowed to earn credit for missed work. All assignments are due, and tests are to be taken the day the
student returns to class unless prior approval is granted and previous arrangements are made with teachers. Long-term
projects due during the time of the student suspension must be submitted by a parent or representative on or before the
predetermined deadline. If work is not turned in or arrangements have not been made, the student may receive a zero on
all missed work.
WHEN TO GIVE A GRADE OF “I” (INCOMPLETE) AS A QUARTER GRADE
A student’s quarter/semester grade may be significantly lower for not completing a sufficient number of unit and/or
course/grade level assessments & performance tasks, and the teacher may assign an “I” – INCOMPLETE -- when the body of
completed work is insufficient to measure mastery of content standards (i.e., there have been three summative assessments
over distinct learning targets and the student has completed only one of the three summative assessments). Students must
understand that eventually, all grades of “I” must be converted to some type of score, and that if they have failed to show
sufficient evidence relative to the content standards, no credit may be appropriate.
If a student is missing a summative assessment that is not critical to the body of evidence necessary for assigning a grade, the
teacher should issue the current grade and then submit a grade change if the completion of the assessment improves the
quarterly grade. A grade change should also be submitted if a student reassesses and scores at a higher performance level
after the teacher has submitted the original quarter grade.
PROCESS FOR RECOVERING FROM A GRADE OF “I” (INCOMPLETE) FOR THE QUARTER
Students will have two (2) weeks (10 school days) after the end of the grading period to recover from an “I” (Incomplete).
The student must complete missing assessments and reassessments within the two-week period (10 school days). Teachers
will have up to five (5) school days following the two-week period (10 school days) to submit the grade or grade change to
the main office. For extreme situations (i.e., documented severe medical condition, death of an immediate family member,
etc.) an extension may be granted to the student through agreement of staff and administration. If the student does not
complete the required work within the two-week time period (10 school days), a grade of “F” will be submitted to the main
office by the teacher.
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Students receiving an “I” for the 4th quarter grade will have the same period of time, two (2) weeks (10 school days), for
completion of assessments, which the teacher will leave with the main office upon checkout for the summer. The student
must realize the grading of these assessments will occur at the convenience of the teacher during the summer or upon
his/her return in the fall. This two-week period is not available to graduating seniors, due to pre-defined deadlines for
certifying completion of requirements prior to the commencement ceremony.
**Implications related to OHSAA Athletic Eligibility:
A student’s grade for athletic eligibility is determined by the grade earned by the student as of the end of the grading period
and issued by the teacher at the designated reporting time (Verification of grades – typically by the end of the Tuesday
following the end of the grading period.) Students must pass five full credit equivalent courses to be eligible for athletics.
Incompletes do not count as passing even if they are later converted to a passing grade.
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Appendix E
Differentiated and Fair Assessment
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Students need multiple assessment opportunities to show what they know, understand, and how they can use knowledge.
Students must have multiple opportunities to complete all classroom assessments and performance tasks. Students need to
be given the opportunity to demonstrate their knowledge and skills in different ways and at different speeds. Teachers
should vary assessment opportunities including the type of assessments, the number of assessment opportunities, time
available, and the assessment methods used.
Below is a listing of types of assessments that can be used to form an accurate picture of student progress or achievement.
Certainly, depending on how it’s being used, an assessment could fit either the formative or summative category. While this
list is not all-inclusive, is does serve as a good guide for the types of activities that can and should be used to assess students
during, and sometimes after learning.
Both formative and summative assessments can take on many different forms. In order to get an accurate measure of a
student’s progress or achievement, it is important to use multiple forms of assessment, not the same type over and over
again.
ASSESSMENT STRATEGIES
STRATEGY
“Ask the Teacher” forms
“What did you learn?” Closure Questions
3-Minute Buzz
3-Minute Pause
3-2-1
A-B-C Summaries
DESCRIPTION
Have these forms available to students, and make sure there
is a box in the classroom in which students can deposit
completed forms.
1. Something that affirms your thinking
2. Something that was new to you
3. Something that you’re unsure about
The Three-Minute Pause provides a chance for students to
stop, reflect on the concepts and ideas that have just been
introduced, make connections to prior knowledge or
experience, and seek clarification.
- I changed my attitude about…
- I became more aware of…
- I was surprised about…
- I felt…
- I related to…
- I empathized with…
Students consider what they have learned by responding to
the following prompt at the end of the lesson:
3 things you learned today
2 things you want to know more about
1 question you have
OR
3 things you learned today
2 things you already knew
1 thing you still don’t fully understand
Each student in the class is assigned a different letter of the
alphabet, and they must select a word starting with that
letter that is related to the topic being studied.
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Analogy Prompt
Anticipation Guides
Application cards
Brainstorming activities
Capacity Matrix
Characteristic Features
Checklist
Choral Reading
Choral Response
Circle, Triangle, Square
Class activities
Class discussions
Class notes
Computer generated research/internet activities
Concept map
Periodically, present students with an analogy prompt : A
designated concept, principle, or process is like
_______________because
________________________________.
Statements on a specific topic/concept are shared, and
students are asked to agree or disagree with these
statements, both prior to and after learning.
After introducing an important theory, principle, or
procedure, the teacher asks students to write down at least
one real world application for what they have just learned.
The capacity matrix is a charting technique used to break
down topic areas into steps for achieving a specific result. It
identifies tasks, knowledge levels, and understanding of the
topic.
Students summarize in matrix form those traits that help
define a topic and differentiate it from others. This is useful
for determining whether students separate items or ideas
that are easily confused.
Students mark the text to identify a particular concept and
chime in, reading the marked text aloud in unison with the
original reader.
In response to a cue, all students respond verbally at the
same time. The response can be either to answer a question
or to repeat something the teacher has said.
(Circle) Something that is still going around in your head –
(Triangle) Something pointed that stood out in your mind –
(Square) Something that “squared” or agreed with your
thinking
Provide small groups of students with a list of about 15
related words that might fit well in an outline.
Give them small sticky notes to write the words on.
Ask them to create a concept map by moving the sticky
notes around on a piece of paper until they have them in the
right place.
Model for them on the board how to draw connections
between words, and emphasize that the connections should
be labeled with words describing the nature of the relation
(leads to, is an example of, sometimes goes with, can’t
happen without, etc).
Walk around while students are creating their concept maps.
Ask questions about why they are placing words where they
are. Keep in mind that the purpose of this exercise, at this
point, is to find out what they are thinking, not for them to
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get the right answer. So, don’t prompt them with correct
answers.
Collect the papers, and analyze them to find out what
students know, don’t know, and what their misconceptions
are. Do not write on the concept maps, though you may
want to photocopy one or two for your portfolio.
Create your own concept map -- perhaps on overhead
transparency.
The next day, hand back the concept maps and show your
concept map to the class. Emphasize that there is more than
one way to organize a group of related terms. Ask groups of
students to compare theirs to yours, and explain how theirs
are different and whether (and in what ways) they think they
should change theirs.
Any of several graphic organizers which allow learners to
perceive relationships between concepts through
diagramming key words representing those concepts…
http://www.graphic.org/concept.html
Cooperative Learning Activities
Create a Human Timeline
Cross the Line
Daily warm-up review questions
Debate
Debriefing
Decisions, Decisions (or Philosophical Chairs)
Deck of cards
Assign each student one event from the period that you are
highlighting. Each event should be described along with the
date it occurred. Whether students work individually or in
pairs, here is an example of instructions you can provide:
1. Read over your timeline event once or twice.
2. Rewrite the timeline item in your own words. If you
are having trouble writing the statement in your own words,
ask for help.
Invite students to line up in the order of their events. Then,
students present their events. After an event is presented,
students can suggest possible causes of the event and can
pose questions about what happened and why. These
questions can be posted on the board for students to answer
later.
Tape a straight line down the center of the classroom floor.
As a review, the teacher questions the students on
information covered. Students decide which side of the line
to go to, based upon their answer to the question (e.g.,
“Pluto is no longer a planet, true or false?” Students believing
this to be true go to the true side, while students believing
this to be false go to the false side. The teacher then calls on
one from each side to state their positions.
A form of reflection immediately following an activity.
Given a prompt, class goes to the side that corresponds to
their opinions on the topic, they share out their reasoning,
and they are then permitted to change sides after discussion.
The teacher passes out all 52 cards in the deck (some
students will receive more than one card). The teacher then
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49
Descriptive Feedback
picks a card from another deck and asks questions. Whoever
has the matching card must answer the question.
Feedback that includes suggestions for improving the quality
of the work – does not involve a grade or a percentage.
This can be either Teacher  Student or
Student  Student
Diagrams/drawings/cartoons
Directed Paraphrasing
Double-Entry Journal/Split-Page Notes
Essay
Exit cards
Exit tickets
Extended Wait Time
Fist of Five
Students summarize, in well-chosen (their own) words, a
key idea presented during the class period or the one
previous.
The Double-Entry Journal allows students to record their
responses to text as they read. On the left-hand page or
column, the student copies or summarizes text which is
intriguing, puzzling, or moving, or which connects to a
previous entry or situation. On the right-hand page or
column, the student reacts to the quotation or summary.
This entry may include a comment, a question, a connection
made, or an analysis. Entries are made whenever a natural
pause in the reading occurs, so that the flow is not
interrupted constantly.
Exit cards are written student responses to questions posed
at the end of a class or learning activity or at the end of a
day.
Give students “tickets”- small pieces of paper designed to
look like tickets, but with space for writing
Ask students two questions: one that requires a factual
answer about the big idea of today’s lesson, but in their own
words. A second question should require more explanation
of a concept.
Give students five minutes at the end of class to write their
own answers. Their names do not go on these exit tickets.
They must give you an Exit Ticket to leave class for the day.
Analyze the tickets to learn how many students got the big
idea and how they understand it or misunderstand it.
Photocopy four to six of them on a single sheet of paper for
your portfolio. Select ones from which you learned
something about your students that you didn’t know before
reading the exit tickets.
The teacher waits over five seconds before allowing a
student response; this allows the teacher time to identify
slower processors.
Show the number of fingers on a scale, with 1 being lowest
and 5 the highest. Ask, “How well do you feel you know this
information?”
5. I know it so well I could explain it to anyone.
4. I can do it alone.
3. I need some help
2. I could use more practice
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Four Corners
Fuel Gauge
Gallery Walk
Give One-Get One
Graffiti Facts
Graphic Organizers
Group Work
Handprint
Hand Signals
1. I am only beginning
To check for students’ understanding of a topic,
use the four corners of the room as designated response
areas. For example, give the students choices to make
regarding your topic. From “I strongly agree” to “I strongly
disagree” and “In between.” Or, sequence a math problem:
“Which step comes first?” Students go to the corners that
represent their opinions and discuss. They choose a speaker
to tell why they feel their corner is correct.
Students rate their level of understanding on a fuel gauge
template and share with the teacher.
Students, in groups, work together to come up with a list of
ideas, answers, explanations, etc. on a topic assigned by the
teacher. Students write their ideas on a piece of poster
paper. These posters are then posted around the class, and
the students all circulate and view one another’s posters. For
example: Students read “Goldilocks and the Three Bears,”
and they then brainstorm questions using Costa’s levels of
questioning. The groups must come up with one Level I
question, one Level II question, and one Level III question.
As a class, then evaluate: Are the questions the level they
claim to be? Are they good? Why? Why not? This gives
students the chance to apply their knowledge while also
providing students an opportunity to demonstrate their
understanding of the concepts learned.
Students write down all the information they know about a
particular topic. Then they will flip the paper over and walk
around the room sharing ideas and receiving new ones from
their classmates.
• Write all the things the class knows about the topic of
study on white board, large Post-It, Smart Board, or
allow students to write down
their own responses in a notebook.
• What We Knew, What We Learned, What We Want to
Learn Next
• Suggestion: Allow students to brainstorm the question
independently at first.
Have students draw or trace their handprints. In each finger
they should write one thing learned during class.
Hand signals are used to rate or indicate students’
understanding or content. Students can show anywhere
from five fingers to signal maximum understanding to one
finger to signal minimal understanding.
Thumbs up -- I understand and can explain.
Thumbs sideways -- I am not completely sure.
Thumbs down -- I do not yet understand.
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Homework Quiz
Homework/Notebooks
Homework/Practice
Idea Spinner
In-class Work
In-class Writing
Index Card Summaries/Questions
Individual or Group Presentation
Inside-Outside Circle
Interlocking Paper Plates
Internet Search Guide
In the Zone
The teacher creates a spinner divided into four quadrants and
labeled “Predict, Explain, Summarize, Evaluate.” After new
material is presented, the teacher spins the spinner and asks
students to answer a question based on the location of the
spinner. For example, if the spinner lands in the
“Summarize” quadrant, the teacher might say, “List the key
concepts just presented.”
Periodically, the teacher distributes index cards and asks
students to write on both sides, with these instructions:
(Side 1) Based on our study of (unit topic), list a big idea that
you understand and word it as a summary statement. (Side
2) Identify something about (unit topic) that you do not yet
fully understand, and word it as a statement or a question.
Inside and outside circles of students face each other. Within
each pair of facing students, students quiz each other with
questions they have written. Outside circle moves to create
new pairs. Repeat. The teacher serves as observer.
Two color plates used for students to provide feedback to
teacher by sliding the two color sections to show level of
understanding.
As you introduce new content, students keep bulleted lists
under the following categories:
TOO EASY
JUST RIGHT
TOO HARD
“The Achievement Zone”
Too easy…
I get it right away
I already know how
This is a cinch…
I’m sure to get an A
I’m coasting
I feel relaxed
I’m bored
No big effort needed
Just right…
I know some things
I have to think
I have to work
I have to persist
I hot some walls
I’m on my toes
I have to re-group
I feel challenged
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Jigsaw Check
Journal Prompts for Ongoing Assessment
Journal Reflections
Journal Response
Lab Activity
Library Log for a Paper
Listening Activities
Magazine Reflections
Making and Supporting Predictions
Memory Matrix
Too hard…
I don’t know where to start
I can’t figure it out
I’m spinning
I’m missing key skills
I feel frustrated
I feel angry
This makes no sense
My effort doesn’t pay off
- Teacher assigns students to groups of 5-6
- Teacher gives each student a questions card, posing a
key understanding question
- Students read their questions to the group
- Scorecard Keeper records the number of students
for each question who are:
Really sure
Pretty sure
Foggy
Clueless
- Students scramble to groups with the
same question they have and prepare solid answer
- Go back to original groups, share answers
- Re-read questions
- Re-do scoreboard
- Report before and after scoreboards
A. Write a step-by-step set of directions, including diagrams
and computations, to show someone who has been absent
how to do the kind of problem we’ve worked with this
week.
B. Write a set of directions for someone who is going to
solve a problem in his or her life by using the kind of math
problem we’ve studied this week. Explain this person’s
problem first. Be sure the directions address the problem,
not just the computations.
Students write their reflections on the day’s lesson, such as:
what they learned, what caused them difficulty, strategies
they found helpful, or other lesson- related topics defined by
the teacher.
Students record in a journal their understanding of the topic,
concept, or lesson taught. The teacher reviews the entry to
see if the student has gained an understanding of the topic,
lesson, or concept and often responds in writing to those
who do not.
Students fill in cells of a two-dimensional diagram for which
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Meta-cognitive Thinking Activities
Minute Paper
Misconception Check
Muddiest Point
the instructor has provided labels.
Teachers should model meta-cognitive thinking strategies as
often as possible.
Planning
• I’m going to read a book about a nonfiction topic,
and I really don’t know much about it. I think I
should read slowly. If I still don’t understand, I may
need to reread or skim the text.
• I wonder why
• I already know something about this topic. It is
• I know the word __________, but I don’t know
what ________ and ____________ mean.
• I’ve seen this before when I went to
• I see lots of graphics and charts. I’ll need to use
those to help me understand what I’m reading.
• Are there any clue words and phrases that might
help figure out what text structure I’m reading?
• Before I continue reading, I need to stop and think
about what I just read and make sure I understand it.
If I don’t, I need to stop and plan.
Monitoring
• The author gives me a picture in my mind when he
describes
• What might happen next? Why do I think that?
• What was this page about?
• Maybe I should reread this part again and look for
specific information.
• How does the graphic on this page help me
understand the text?
• Since I don’t understand this word, I may need to
• This wasn’t what I expected. I expected _______
because ___________.
• What can I write or draw that might help me
remember and understand what I just read?
Evaluating
• How well did I read and understand?
• What strategies worked well for me?
• What strategies did not work for me?
• What should I do next time?
• Do I need some help for next time?
• How will I remember what I read?
Students identify the most significant (useful, meaningful,
disturbing, etc.) things they learned during a particular
session.
Present students with common or predictable
misconceptions about a designated concept, principle, or
process. Ask them whether they agree or disagree and
explain why. The misconception check can also be presented
in the form of a multiple choice or true-false quiz.
Students write one or two ideas that were least clear to them
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from the current or preceding class period.
Notebook Checks/Group Discussions
Notebook Quizzes
Notes/Reading Guides
Numbered Heads Together
Numbered Tables
Observation
One-minute essay
One-Sentence Summary
One-Word Summary
Each student is assigned a number. Members of a group
work together to agree on an answer. The teacher randomly
selects one number. The student with that number answers
for the group.
The students are put at tables of 3 or 4. Each student is given
a number from 1-4. The students are then given a discussion
topic to discuss in their groups. The teacher then calls a
number, for instance “2”. All students with the number 2
assigned to them stand up and discuss what their group
talked about (or give the answer their group came up with).
Basically, all students have the opportunity to be the expert.
Walk around the classroom and observe students as they
work to check for learning. Strategies include:
- Anecdotal records
- Conferences
- Checklists
A one-minute essay question (or a one-minute question) is a
focused open-response question with a specific goal that can,
in fact, be answered within a minute or two. Good
questions:
What is the most important thing we discussed today? What
was the most confusing idea presented today?
Students summarize knowledge of a topic by constructing a
single sentence that answers the questions: “Who does what
to whom, when, where, how, and why?” Sort of like a brief
game of Clue.
Select (or invent) one word which best summarizes a
particular topic and explain why that word is best.
Oral Assessments
Oral Questioning
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How is ____________similar to/different from
________________?
What are the characteristics/parts of…
In what other ways might we show or illustrate…
What is the big idea, key concept, or moral in...
How does _________________relate to…
What ideas/details can you add to…
Give an example of…
What is wrong with…
What might you infer from…
What conclusions might be drawn from…
What questions are we trying to answer? What
problem are we trying to solve?
What are you assuming about…
What might happen if…
What criteria would you use to judge/evaluate…
Revised Spring 2011
What evidence supports…
How might we prove/confirm…
How might this be viewed from the perspective
of…
• What alternatives should be considered…
• What approach/strategy could you use to…
Students respond to a questions by sharing answers or ideas
briefly with a nearby partner
Have a Nerf ball in the classroom. As a student answers a
question correctly, he or she chooses the next student to
answer a question and throws the ball to him or her. If the
student answers the question incorrectly, he or she hands the
ball back to the teacher.
Classmates evaluate the work of their peers as compared to a
set criteria list, rubric, checklist, etc.
Students respond individually to a short, pencil-paper
formative assessment of skills and knowledge taught in the
collaborative lesson. Teachers may elect to have students
self-correct. The teacher collects assessment results to
monitor individual student progress and to inform future
instruction.
- Debate
• Perform a TV show
• Perform a TV commercial/infomercial
• Improvisational role-play
• Simulation and reflection
• Mock Trial and reflection
• Create advertisements
• Create a newspaper
• Editorial cartoon analysis
• Create an editorial or opinion piece
• Write and perform a song (Karaoke?)
• Write and perform a play
• Poetry (dialogue poem)
• Role-play journals/diaries
• Stand up comedy routine
• Critique an article, work of literature, work of
art…
• Present and support a new way of doing
something
• Present and support your answer to a “what if “
scenario
• Culture-Clash -- combine disparate cultural features
and report on the predicted consequences
• Students create books
• Letters or dialogue
• Plan a museum exhibit/commemorative
stamps/historical markers
• Research paper
• Interviews of historical people
• Interviews with historical people outside of their
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Pair Share
Pass the Ball Review
Peer Assessment
Pencil-Paper Assessment
Performances of Understanding
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Pictionary
Piece it Together
Portfolio Check
Portfolio Entries
Posted Learning Targets
historical context
Recommendation presentations for problem-based
assessments
Decision presentations
Create symbolic representational flags, statues,
money, etc.
Create a culture and its cultural universals
Create a time capsule/trunk and support elections
Compare/contrast
Interpretation/analysis of oral histories
Postcards from time/places with art and text
Argue why a cultural element fits or does not fit a
specific culture
Text analysis
Children’s book analysis
Create and support a metaphor
Create and support a metaphorical story
Interpretation of images
Write from inference about characters in photos/
paintings
Create your own constitution
Write your own manifesto
Interpretive/inferential conclusions from statistics
(e.g., CIA World Fact Book)
Invent and design something
Travel Journal
Simulate a press conference
Paideia seminar
Essays
To check for understanding before a quiz or test, the teacher
creates questions and answers on separate flash cards. The
students must match the questions and answers. When the
teacher asks the questions, both partners (question and
answer) stand up and present their information.
Check the progress of a student’s portfolio. A portfolio is a
purposeful collection of significant work, carefully selected,
dated and presented to tell the story of a student’s
achievement or growth in well-defined areas of
performance, such as reading, writing, math, etc. A
portfolio usually includes personal reflections where the
student explains why each piece was chosen and what it
shows about his/her growing skills and abilities.
Specific learning targets stated in student-friendly language:
posted and referred to often. Students are asked to connect
their learning to the learning targets for the day.
Practice Essays
Practice Tests
Practice Work Pages
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Pre-Assessments
Problem-Solving Observation
Procedure Brochure
Pyramid
Pyramid Reflection
Quartet Quiz
What the students already knows about what is
being planned
• What standards, objectives, concepts, and skills the
individual students understand
• What further instruction and opportunities for
mastery are needed
• What requires reteaching or enhancement
• What areas of interest and feelings are in the
different areas of study
• How to set up flexible groups: whole, individual,
partner, or small group
Give the class a complex problem to solve. Ask them to
work in pairs.
Good problems will have more than one part and will
require students to explain their thinking to each other. It
may be helpful to use problems that require students to
show their thinking in more than one way. Examples of
showing their thinking in more than one way might include
graphing, diagramming, explaining how someone with a
different perspective might answer the questions, and
generating examples.
Join one of the groups while they work. Have in mind that
you are observing, and focus in a way that you can write
down later what you observed. You may find it helpful to jot
down two or three words during this observation to prompt
your recall later.
Prompt students to explain their thinking to each other. Ask
them to say aloud what they are thinking while they are
solving the problem. Prompt them with questions such as
“Why?” “How are you deciding to…” or “What were you
thinking about when you did that? “
As soon as practical, jot down notes about what you
observed-especially including notes about students’ problem
solving process and what they understand about the process.
Students create brochures outlining proper procedures for
academic content-related tasks/processes.
Based upon the $10,000 Pyramid game… One student faces
the board and sees what the teacher has put there. The other
student attempts to get his or her partner to come up with
the correct answer.
One important thing to remember…
Two things you want to know more about…
Three things you already knew…
Four things you learned…
Teacher poses question
Students write/prepare responses
Students meet in quads and check answers
Summarizer reports “We know… We wonder…”
Teacher records on board
Closure/clarification/next steps
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Quick Write: Ticket In the Door
Quick Write: Ticket Out the Door
Quiz
RAFT
Rate Your Knowledge
Given topic and short time frame, students write everything
they know on the topic. The teacher then measures learning
status after the content has been introduced.
Given topic and short time frame, students write everything
they know on the topic. The teacher collects their responses
as a “ticket out the door” to check for students’
understanding of a concept taught.
Quizzes assess students for factual information, concepts and
discrete skill. There is usually a single best answer. Some
quiz examples are:
- Multiple choice
- True/False
- Short Answer
- Paper and Pencil
- Matching
- Extended Response
RAFT prompts provide a scaffold for students as they
explore their writing based on various roles:
Role, Audience, Format and Topic. RAFT Writing prompts
were designed to help students take different perspectives in
their writing and thinking.
Ask students to use the following descriptions to rate their
understanding of academic vocabulary:
1. I’ve never heard of this term.
2. I know something about the term, but I don’t know
how to apply it to this content area.
3. I understand the meaning of the term, and I can
apply it to questions/problems on my own.
*This is a great way to build content literacy.
Reading Logs
Reading Log Quizzes
Reflecting on Bright Ideas
Rehearsals
Research Activities
Response Cards
Retelling
Review Games
Revision/Peer Editing
Role Playing
Rough Drafts
Round the Clock Learning Partners
Write three things that were new to you.
Write one thing that caught your attention.
In the spaces, write four vocabulary words that you’re
not sure about.
Index cards, signs, whiteboards, magnetic boards, or other
items are simultaneously held up by all students in class to
indicate their response to a questions or problem presented
by the teacher.
Students consider and then summarize with a partner what
they understand about the text.
The students are each given a piece of paper with a clock on
it. Each student will form four partnerships with students in
the class. They will be 3:00, 6:00, 9:00 and 12:00. When
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RSQC2
Scientific drawings
Self-Assessment
Sharing Student Work
Simulations
Small Projects
Socratic Seminar
Squaring Off
Status Checks
Stop – Continue – Start
Student Conference
Student Goal Setting
Student Observations
Student Self-Assessment
Student Survey
Study Guides
the teacher says, “Meet with your 3:00 partner,” the two
students will pair up and discuss the topic.
In two minutes, students recall and list in rank order the
most important ideas from the previous day’s class; in two
more minutes, they summarize those points in a single
sentence, then they write one major question they want
answered and identify a thread or theme to connect his
material to the course’s major goal.
A process in which students collect information about their
own learning, analyze what it reveals about their progress
toward the intended learning goals, and plan the next steps
in their learning.
The teacher shares anonymous examples of exemplar work
products and less proficient work, and the scoring rubrics
are shared up front. Students are asked to analyze what is
good vs. poor.
Students ask questions of one another about an essential
question, topic, or selected text. The questions initiate a
conversation that continues with a series of responses and
additional questions.
Place a card in each corner of the room with one of the
following words or phrases that are effective ways to group
according to learner knowledge:
RARELY EVER
DIRT ROAD
SOMETIMES
PAVED ROAD
OFTEN
HIGHWAY
I HAVE IT!
YELLOW BRICK ROAD
Tell the students to go to the corner of the room that
matches their place in the learning journey.
Participants go to the corner that most closely matches their
own learning status, and they discuss what they know about
the topic and why they chose to go there.
Thumbs up/down
Colored cards
“In light of today’s learning, I am going to…
STOP ________________
CONTINUE _________________ and
START _________________.
One-on-one conversation with students to check their level
of understanding.
Students evaluate their current level of learning on a specific
subject/topic and then set goals for growth.
Students evaluate their own work as compared to a set
criteria list, rubric, checklist, etc.
Surveys of student confidence or attitudes related to a topic
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Summaries
Summer Reading Essays
Take and Pass
Team Activities
Test Reviews
Text-Based Questions
Think – Pair -- Share
Thumb it!
Timed Pair Share
Timed Writings
Transfer and Apply
Turn to Your Partner
Cooperative group activity used to share or collect
information from each member of the group – Students
write a response, then pass to the right, add their response
to the next paper, and continue until they get their papers
back. The cooperative group then debriefs.
This strategy encourages students to think first and then
discuss their opinions with a small group of people. In
groups, students consider a question or issue. They begin by
reflecting on their opinions and ideas on the topic and
recording them on a template, pairing up with a student
next to them to discuss their ideas and opinions. The next
stage of the process requires the team to come together and
share their ideas and create a group response. This should
then be fed back to the class as a whole.
Have students respond with the position of their thumbs to
get an assessment of their current understanding of a topic
being studied.
“Where am I now in my understanding of…?”
UP – I know a lot
SIDEWAYS – I know some
DOWN – I know very little
Given a prompt, students pair up and share their
perspectives for a designated amount of time, taking turns
(A talks, B listens, then B talks, A listens).
Students write down concepts learned from the class in one
column; in another column they provide an application of
each concept.
Teacher gives direction to students. Students formulate
individual responses, and then turn to a partner to share
their answers. Teacher calls on several random pairs to share
their answers with the class.
Video Viewing Guides
Visual Representation of Information
Vocabulary Work
Warm-up Activities
Whip Around
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Teachers poses question
Students list three items
All students stand
Teacher randomly calls on students to share. If their
topic is called, they sit.
Teacher takes notes and continues until all students
are sitting.
Develop closure/clarification/summary
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White Board Quiz
Make up inexpensive ”white boards” for your students.
How? Get a plastic page protector and place a piece of white
card stock inside it. In addition, you will need tissues to wipe
off the “boards” and Expo markers for the students to use.
Do a quick check for understanding “quiz” at the end or
beginning of class. Ask questions and have students quickly
write the answer on their white boards. Works great for
groups, too. Students feel that they are having fun rather
than learning, and the teacher is gaining valuable insight.
How many bugs do you have on your windshield? What is
making it hard to see clearly?
Using a 4 x 6 index card, the student writes YES on one side
and NO on the other. When a question is asked, the students
hold up YES or NO.
1. Ask the students if they know the following
vocabulary words and what they mean.
2. Call out a word. If a student is holding a YES, he or
she may be called on to give the correct answer.
3. Remind them that if they don’t know the words it is
OK because they will be learning them.
4. You can do the same thing with conceptual ideas,
etc.
Windshield Check
Yes/No Cards
Trying to balance grades by assignment type (e.g., tests, quizzes, homework, class work) is not necessary if grades are based
solely upon summative assessments. The most important thing is reporting whether or not the standards have
been mastered at a proficient level.
STUDENTS WITH DISABILITIES
Students with special needs present classroom teachers with unique challenges when it comes to scoring and reporting.
In the Urbana City School District our goal is to provide all learners with the opportunity to excel. We strive for inclusion in
the general education curriculum in order to provide learners with disabilities the same educational experiences as general
education learners. An IEP or 504 plan provides equitable learning conditions for the learner. In writing an IEP or 504 plan,
the learner and parent, in collaboration with the general and special educators, determine the academic areas of need that,
when mastered, will increase the student's participation in the general education curriculum. The team will develop specific
annual goals that will help the child progress toward specific learning targets. The team will also consider accommodations
and modifications necessary to provide the most effective classroom instruction and assignments in order to ensure that
students have equal opportunity to meet learning targets and appropriate ways to demonstrate their learning.
Accommodations outlined in the IEP or 504 plan are changes in assessment and instruction which DO NOT
fundamentally alter or lower the standard or expectations of the course, measurement topic, or test. Accommodations are
provided to help the learner access the curricular content, assessment, and/or instruction. All learners receive
accommodations in varying forms and degrees, and because of that, it is not identified or referenced on progress reports.
Examples of accommodations include:
• changes in teaching strategies
• test presentation, location, timing, scheduling
• environmental structuring (i.e., lighting, noise levels)
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wearing glasses
reducing quantity of work
extra help/extra time/frequent breaks
changes in student response mode, such as responding orally instead of writing.
Modifications are changes which DO fundamentally alter or lower the standard or expectations of the course,
instructional unit, or assessment. Modifying the curriculum expectations for individual learners should be based on their
past achievement records and/or assessments of their current learning needs. Using modified course requirements for
quality, quantity, and timelines is an example of modifications.
Examples of modifications include, but are not limited to:
• unpacking the standard and selecting key learning targets
• reducing or changing the content of a measurement topic
• using a calculator on a math computation test
• reading a language arts text aloud during a comprehension test
• adjusting the expectations for mastery of content
Modifications are provided when a learner has been determined to be eligible to receive special education services and the
IEP team has determined that modifications are necessary due to the negative impact on educational progress by the nature
of the disability. The modification must be delineated in an IEP and followed as written.
GIFTED & TALENTED LEARNERS
Another group of learners with special needs includes those with exceptional skills or abilities who may be considered
“gifted and talented” or “fast runners.” They have unique learning needs that require special accommodations. Some may be
able to demonstrate their mastery of content level learning targets before instruction actually begins, permitting learners to
verify the level of proficiency they have already attained. A portfolio containing evidence to illustrate their accomplishments
may be used to verify progress and scores on learning targets.
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Appendix F
Evaluating Student Work
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GENERAL PERFORMANCE LEVEL DESCRIPTORS
EXEMPLARY
PROFICIENT
DEVELOPING
BASIC
GENERAL DESCRIPTION GENERAL DESCRIPTION GENERAL DESCRIPTION GENERAL DESCRIPTION
Student work that is exemplary
demonstrates an advanced degree
of difficulty or complexity as
specified by the gradelevel/course-level standards.
Student work at this level
demonstrates a sophisticated level
of development or understanding
of the learning target(s).
Student work that is proficient
demonstrates the difficulty and
complexity as specified by the
grade-level/course-level
standards. Student work at this
level demonstrates a clear
understanding of the learning
target(s).
Student work that is developing
demonstrates an emerging
understanding of or a low level of
difficulty or complexity as
specified by the gradelevel/course-level standards.
Student work at this level may
demonstrate partial understanding
of the learning target(s).
Student work that is basic
demonstrates a limited or
fundamental understanding of the
specific grade-level/course-level
standards. Student work at this
level does not move beyond the
most basic knowledge of the
learning target(s).
Learners’ academic proficiency can also be scored on a 0-4 point scale, or rubric. All scores are determined based on
multiple forms of evidence.
PERFORMANCE LEVEL DESCRIPTORS FOR A FOUR-POINT RUBRIC
Score
4
What the Student Knows and is Able to Do
The learner knows all the simple knowledge and skills, all of the
complex knowledge and skills, and goes beyond what was taught in
class to apply the knowledge.
3.5
The learner knows all the simple knowledge and skills, all of the
complex knowledge and skills, and in-depth inferences and
applications with partial success.
3
The learner knows all the simple knowledge and skills, and all of
the complex knowledge and skills.
2.5
2
1.5
1
.5
0
The learner knows all the simple knowledge and skills, and some of
the complex knowledge and skills.
The learner knows all of the simple knowledge and skills.
The learner knows some of the simple knowledge and skills, and
some of the complex knowledge and skills.
With help, the learner knows some of the simple knowledge and
skills.
With help, the learner knows a small portion of the simple
knowledge and skills.
Even with help, the learner does not know any of the simple or
complex knowledge and skills.
A score of 2.0 on a learning target indicates the learner knows all of the simple knowledge and skills related to that learning
target. A score of 3.0 on a learning target indicates the learner knows all of the simple and complex knowledge and skills
related to that learning target.
Academic and non-academic achievement are scored and reported separately. Non-academic achievement, such as
citizenship and behavior, are scored and reported using the Life Long Learning Standards:
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Defined Non-Academic Characteristics -Effort
Engagement
Homework/Practice
Responsibility
Ratings -4 -- Consistently
3 -- Frequently/Sometimes
2 -- Inconsistently
1 -- Never/Rarely
USING EVIDENCE FOR SCORING
It is important to keep in mind the following guidelines for collecting and evaluating evidence used for scoring. Evidence
should:
•
•
•
•
•
reflect a student’s most consistent, more recent pattern of performance.
be selected because of its alignment with outcomes and learning targets.
reflect informed teacher judgment regarding the quality of student work.
be strengthened by frequent, collaborative scoring sessions.
be understood by learners and include opportunities to co-construct evaluation criteria.
Examples of Evidence
Learners demonstrate evidence of learning in multiple assessments and in multiple ways, including different modalities or
styles. Anything a learner does, says, or creates could be used as evidence of learning. Evidence may include, but is not
limited to:
•
•
•
•
•
•
•
•
•
Personal Communication (e.g., conferences, learning logs, response journals, oral tests)
Performance Assessment (e.g., play, poem, essay, research paper, podcast)
Demonstrations (e.g., debate, reading, recital, retelling, role play)
Presentations (e.g., live or taped dance, oral presentation, visual presentation, PowerPoint or multimedia presentation)
Seminars
Projects
Portfolios
Paper/Pencil Tests and Quizzes
Criterion-referenced observations
PROFESSIONAL JUDGMENT
At the conclusion of the grading period, professional judgment involves consideration of the most appropriate central
tendency (mean, median, or mode) and how best to address more recent scores. Professional judgment requires asking the
question “Which grade makes the most sense?” A teacher’s professional judgment is defensible when it is based on the
district’s established grading practices and principles. Based on evidence and professional judgment, teachers are
expected to assign the most appropriate interim or quarter grade. Students need to understand that a teacher’s
professional judgment, based on the body of evidence, may override their average score and result in either a
higher or lower grade
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FEEDBACK
Purpose of Feedback
Feedback is information communicated to the learner that is intended to modify his or her thinking or behavior for the
purpose of improved learning. Feedback to learners is an essential component of the Cycle of Learning and answers the
following questions:
• What can the learner do?
• What is the learner attempting to do?
• What does the learner need next?
Learners use feedback to improve learning, teachers use feedback to improve instruction, and parents use feedback as
partners in education.
Qualities of Effective Feedback for Students
•
•
•
•
•
•
Feedback that is directly compared to rubric language, models, criteria, samples, and/or student exemplars
Feedback that is specific, descriptive, and timely (both during and after learning)
Feedback that directs students to elements of their work (products, processes, or presentations) that meet quality
expectations and where they need to learn more to improve their work
Feedback that is frequent enough so that learners can track their own learning and monitor progress or achievement
of the learning targets
Feedback that is easily understood by students because it relates directly to their learning
Evaluative feedback that verifies that the learning target has been met, as prefaced for formative assessments
Qualities of Effective Feedback for Teachers
•
•
•
•
•
Assessments that provide teachers with specific guidance in their efforts to improve the quality of their instruction
by helping to identify what they taught well and what may need work
Assessments that are formative in nature when assessing learning during the cycle of instruction
Feedback during and after instruction that is used to monitor learning and to adjust instruction accordingly
Feedback that consists of observations, interactions that check on understanding, evaluation of student work, and
formal assessments
Feedback that allows teachers to provide high-quality intervention, monitor, provide continuous feedback, and
reassess to ensure that learners have mastered the knowledge if feedback illustrates that learners have not mastered
the learning
Feedback to Parents
Feedback to parents is an essential component of effective instructional practice in a performance-based system.
Reports to parents should:
• Include positive comments
• Describe progress on specific learning goals or expectations
• Provide specific suggestions on what they can do to help
• Stress parents’ role as partners in the learning process
Reporting learning progress to parents can be communicated using a variety of tools:
• electronic reporting system
• homework
(Parent Internet Viewer)
• evaluated assignments or projects
• notes with report cards
• portfolios or exhibits
• standardized assessment reports
• parent-teacher conferences
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•
•
•
weekly/monthly progress reports
phone calls
newsletters and/or personal
letters
•
student-led conferences
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Appendix G
Extra Credit
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If an assessment is truly summative, it should assess only those standards and objectives that were addressed through
classroom instruction. Assessments are not the place to incorporate differentiation; instead, it should be used throughout the
learning process. By incorporating "bonus" into final assessment grade, we mask how well the student has mastered the
standards. Also, with reassessment in place, students who have difficulty with particular assessment items will have the
opportunity to go back, solidify their understanding, and reassess. This forces them to go back, master the standard and skill
(which is really the final goal), and move to the next standard--which is often connected to the previous learning.
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Appendix H
Rubrics
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Frequently, what people describe as rubrics aren't rubrics at all. They're something else.
Attributes of Quality Rubrics
1. A rubric is the result of defining and communicating expectations. The piece of paper the rubric is written or
printed on is the product created from the process of articulating expectations of student learning and work. The rubric,
itself, is the least important part of the process.
2. Rubrics are about the quality of work. "Work" is a general term that can describe a product a student creates, a
performance he/she puts on or even the process he/she follows to accomplish a task. The language of a rubric describes the
quality of a piece of work - not the quantity. If we want to count items in a student's work, we could just create a
checklist. Some, few, and many are quantitative terms, their definitions change from person to person, and they do not
ensure quality. Remember, we’re assessing the work, NOT the student.
3. The rubric must be understood by students. If they help create it, students usually understand the rubric better. In
most cases, a rubric that hasn't been checked against student work, developed with students, or received student feedback
should be considered a draft. Some rubrics, even quality ones, may stay in draft form for the duration of a project due to
content revisions or adding or removing examples that support or explain the text (also known as anchors). If students do
not understand the rubric, they run the risk of inaccurately assessing their performance. Students asking for an explanation
on a grade or on feedback a teacher provided, even though it was scored with a rubric, may be a sign that the rubric needs
some revision.
4. Rubrics are a way for students to reflect on and then improve their work. Telling a student what he/she did
wrong doesn't help him/her do what's right. The language in quality rubrics focuses on what is present, not just what is
absent. In a quality rubric, a student should be able to identify where his/her work falls and see what is necessary in order to
improve the quality of his/her work. A rubric may be created to support a teacher's grading efforts, save time, or quickly
convey feedback. A quality rubric is created with students in order to:
• communicate expectations,
• prompt student learning through self-assessment,
• in addition to helping with grading, saving time, and improving feedback.
5. The goal of a rubric is NOT to stifle students' creativity or to embarrass a student who hasn't yet
obtained mastery. In a quality rubric, the highest level describes what exceeds the standard or expectation or
demonstrates sophistication of skill(s) and may include language about transcending rules or a new, innovative, or unexpected
approach to a task. Meanwhile, the lower levels describe what someone new to a project may do. All though the words may
be positive, we may inadvertently force a student out of honestly self-assessing his/her learning by how we present the
lower levels. Consider the implications of seeing your efforts summarized by a smiley face - missing a smile, eyes, and a
nose.
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What message does this visual send to a student, especially a student who is new to the task? How about the one below?
6. Not all tasks are worthy of a rubric. Generally speaking, rubrics are used for authentic tasks, or tasks that we do
outside of school (the “real world"). (See the Checklist vs. Rubric section for further discussion of this topic)
7. Not all rubrics are quality rubrics. We need to be critical consumers of rubrics that are available in the Internet.
See the upcoming section on "Critical Consumers of Online Rubrics" for further discussion of this topic.
Five Different Rubric Components
Content
What does the content of a quality rubric look like?
Since the purpose of the rubric is to:
• communicate expectations to a learner before and during the work process,
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• provide students with guidance on how to accomplish the task, and
• provide students with guidance to improve their work,
the content of the rubric is critical.
Attributes of the content in a quality rubric:
1. The rubric describes quality content and form (for product and performance rubrics).
2. The content emphasizes essential aspects of understanding/ability that would be evident in standards.
3. The rubric is closely aligned with the specific assignment given to students.
4. The rubric is closely aligned with the checklist (if you provided one for students).
5. The rubric addresses accuracy of information, where appropriate.
6. The rubric addresses specificity of information, including detail and example, where appropriate.
7. The rubric addresses relevancy of information, where appropriate.
8. The content of the rubric is consistent across levels.
Dimensions
What do the dimensions of a quality rubric look like? Dimensions are clusters or groupings of the various attributes you
want to see in the student work. They serve as a reference for the student to review his or her work.
Quality dimensions:
1. are clearly defined so students can understand their meaning,
2. are prioritized or placed in a purposeful order, and
3. focus on either the student's product/performance OR the process he or she used to complete a task.
Use of Language
What does the use of language look like in a quality rubric?
The use of language is often what separates quality rubrics from those that may need some refinement.
1. The rubric uses language that students will understand. Since a quality rubric is designed for the students
completing the task (which often means the rubric has to be revised from year to year) or hopefully, with the students, it
should be free from jargon or "teacher-speak".
2. The rubric is descriptive and specific, rather than evaluative. A quality rubric is given to students before they
begin work, used a reference while they are working, and used as a tool for evaluating the final product - but evaluation is
not the goal of the rubric. Since students are still learning while designing or working on their product, it is easier for them
to see descriptions of what you are looking for with specific examples and details.
3. When quantitative terms are used, they are supported with quality attributes. We sometimes need to
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communicate what we're looking for by using quantitative terms (i.e., some, many, few, lots). However, a quality rubric
explains what quality traits go along with that quantity. Three adjectives isn't the difference between a good and great piece
of writing; the difference between showing and telling is. Helping students to see why the quality of a dimension matters can
help them improve their work and meet your expectations at the same time.
4. When adjectives are used, they are defined with specific descriptors. Adjectives can help convey what we're
looking for, but more often, they act as a short cut that doesn't help a student improve his/her work or clearly understand
your expectations. Asking for "great" examples doesn't help a student self-assess his/her work.
5. There is consistency in the language used. As no teacher can stand next to all of his or her students as they work, a
rubric can serve as a reference tool for students to self- or peer-assess as they work. To that end, the language in the rubric
needs to be consistent throughout the entire document.
Levels
What do the levels look like in a quality rubric? Levels are what separate quality rubrics from checklists and what enable
them to act as a powerful tool for communicating expectations and supporting student self-assessment.
• The low levels of the rubric describe what is present, as well as what is not present.
• The top level of the rubric is above the expected standard – it would be a stretch for the highest achieving students.
• There is equal distance between levels of the rubric.
• The levels are appropriately named, given the audience and nature of the rubric’s use.
Examples of quality rubrics:
* with upper levels that require higher achieving students to stretch
* that show equal distance between levels
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* with lower levels that describe what is occurring, not just what the student didn't do
Revise rubrics:
* from showing what it is not present to what is present
* from large gaps between levels to equal distances
* from negative level names to positive level names
Some of the previous examples need to be revised, as they move left to right from negative to positive. While the
equal distance between levels works well, students should have the opportunity to view the characteristics of the
highest performance level first. If they encounter the characteristics of the lowest level first, they may stop
reading at that point and box themselves in with the lowest expectations.
Layout
What does the layout of a quality rubric look like? Layout features are often overlooked when designing a rubric, and they
can go a long way toward improving the quality of a rubric. A good looking rubric isn't necessarily a quality one, but if
layout features interfere with a students' ability to interpret a teacher's expectations, then the rubric will not be quality.
Below are seven items to consider when designing and laying out a rubric. Make sure that:
• the rubric is titled,
• there is space for a student name,
• the rubric is reader-friendly,
• the font is readable,
• there is good use of white space,
• grids, symbols or lines have been used to assist the user, and
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• a comment section allows for further feedback or self-notes (optional).
Example of a revised rubric:
from crowded and cluttered to spaced out and better aligned
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Notice how the dimensions are aligned from left to right. The rubric still needs some revision, though. The columns should
be arranged from highest performance level to lowest performance level.
Checklist vs. Rubric
What deserves a rubric?
Designed with the goal of communicating expectations, Quality rubrics take time to write, requiring student input, the use
of anchors and exemplars, and most likely, multiple drafts. Tasks that deserve a rubric are typically complete processes,
performances, and products that are common outside of school. These include debates, oral presentations, posters, book
reviews or critiques, or authentic tasks like planting a garden, making a movie, or solving a problem.
Checklists are most appropriate for components of complex products, skills, and knowledge items that are used primarily in
classrooms, such as paragraphs, following steps when creating a painting in a particular style, making soup, answers to short
essay questions, solving a math problem using a particular approach, maintaining good posture in orchestra, or a book
report. They are also useful when the teacher is most interested in determining if the students did something, as opposed to
determining how well that something was done.
Checklists can be used in conjunction with rubrics by helping students "check" the different rubric requirements as they
complete them. Many teachers use the third level of a four-point rubric to create a checklist, which the students use when
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giving feedback or setting work for the following day.
Below is a checklist that students can use to self-assess themselves as they prepare for a presentation:
Interactive Presentation Checklist
Yes
No
Time Management
1.
Did I use my time at an even pace, completing all sections of the presentation?
2.
Did I set up and begin promptly?
Organization
3.
Was the flow of my presentation and material logical and smooth?
4.
Were all the presented materials well-organized and readily available?
Resource use
5.
Did I use different media to present my information?
6.
Did I use the most important media for the kind of information I presented?
Audience Awareness
7.
Did I make frequent eye contact with my audience?
8.
Did I vary my voice to suit my presentation?
9.
Did I present my material in a way that suited my audience?
Aesthetics
10. Did I present myself in a professional way in my dress and grooming?
11. Did I hand out and use materials that were aesthetically pleasing?
Finally, use point systems for items that can only be right or wrong, such as computation problems or spelling words.
Point systems are a way to communicate the value of different work or task components. Feedback given to students from a
point system tells them if a component was present or absent, correct or incorrect. In these cases, it can be difficult for a
student to independently ascertain if they’ve given the teacher what he or she is looking for.
In the example below, students are given guidance around which of the four areas are most important (most heavily
weighted) and exactly which each component contains. However, because it is not a rubric, it does not tell a student why
they got a 20/30 or what they need to do in order to get those other ten points.
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Component
Content
Use of sources
Organization
Definition
Originality and quality of ideas in the thesis, analysis, or conclusion of research;
understanding of the topic; use of questions for further inquiry; research
limitations
Use of information for varied sources; use of references and paraphrasing of
citations; use of quotes, footnotes, and bibliographies
Clear and relevant focus of paper; logical organizational structure
Points
/30
/30
/20
Presentation
Articulation or writer’s opinion; clarity of presentation; use of language for
intended audience; use of graphs/tables/pictures to clarify presentation
/20
Checklist versus Rubric versus Point System
Deciding when to use a checklist versus when to use a rubric depends on your purpose and learning goals for your students.
In general, checklists are helpful when you are looking for something specific. If you want them to use three vocabulary
words, then create a checklist that lays out that expectation. Want them to use three to five sources when researching? Then
put that on your checklist. A rubric is best when:
• students will have opportunity to revise and get feedback,
• the task is meaningful enough to warrant the time it takes, and
• most importantly, when you are more interested in quality than you are in quantity.
“If it looks like a duck...”
Understanding the attributes of a quality rubrics and when to use them makes it easier to recognize that just because
something is labeled as a rubric, it doesn’t mean it is a quality rubric. Like many things in education, definitions of a term
may vary depending on our own experiences or which experts or professionals we trust or consult. Many examples available
from the Internet label documents as rubrics, seemingly because they are set up with rows and columns.
Example of a checklist that looks like a rubric -Voice is loud enough for all in room to hear.
1
2
3
Not at All
Information is accurate.
4
Definitely
Speaks clearly.
Presenter is respectful of other’s right to
Faces audience when speaking.
disagree.
Beginning argument makes a clear point.
Speech is deliberate and evenly paced.
Closing argument sums of main points of
Voice is loud enough for all in room to hear.
presentation.
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Satisfactorily answers opponents’ attack on
position.
Polite and does not interrupt speaker.
Behavior is purposeful and focused.
The above checklist combines attributes of a Likert Scale, which may lead to a confusion with rubrics. As quality rubrics are
designed around two key principles (communicating expectations and student self-assessment), the above rubric doesn't
provide students who score a 1 to make improvements in their presentation. Nor does it identify what makes a student's
presentation a 4.
Another way to think about the document you want to create is to consider how students might use the
tool.
If your document provides the answers to the following questions, a checklist or scoring chart may be the best assessment
tool:
• What do I need to do to pass?
• What do I need to do to get an A?
• What do I need to do to make you happy?
• What will you be counting as you read my work?
• What are the minimum components I need to make sure I have?
• Are you looking for a particular response as my evaluator? One approach? One right answer?
If your document provides the answers to the following questions, a rubric is probably the best fit:
• What does quality look like for this task or process?
• What does "better" look like so I can I revise my work without waiting for your feedback?
• What does it look like when a beginner does this type of project or task? A master?
What does it look like to break the rules for this type of work? How will I know if I'm "breaking the rules" or doing it
wrong?
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Critical Consumers of Online Rubrics
What does it mean to be a critical consumer of online rubrics?
There are easily half-a-dozen rubric generators available on the web, as well as several dozen sites that house a veritable
bounty of rubrics from every level and conceivable topic or subject. Although their definition of “rubrics” may sound similar
to those shared in this document, these pre-made rubrics are often lacking in key features that distinguish quality rubrics.
The questions below can serve in helping you to identify which rubrics can best meet your needs or ways you may want to
think about revising an online rubric you’ve come across and think may work for you and your students:
1. Does the rubric focus on quality? You'll know a rubric is focused on quality because it describes what is present, not
just what is absent. It describes, using showing/telling words and not only counting words ("some,” "few,” "many" – all
counting words - albeit vague ones) what is occurring in students' work. Finally, the purpose of the rubric is to help students
reflect and improve upon their work and not to discourage them. Therefore, the nature of the rubric is designed around
improvement, not discouragement.
2. Does the language of the rubric align with your expectations? Unless you posted it, even the best written
online rubric was written for someone else's students. Before printing a rubric and using it to evaluate your students,
critically review each dimension and level. If a student asked for clarification around a dimension, would you be able to
point them to an anchor or an exemplary example? Would you feel comfortable explaining to a parent why you gave his or
her child feedback based on that rubric?
3. Does the order of the dimensions and labels match your expectations? In a quality rubric, the level below the
top level (i.e., the level 3 on a 4-level rubric) communicates the expected standard. If what you see in the top level of an
online rubric matches your expectations, then you'll have to add a new top level that either exceeds what you expect from
your students or represents a higher or more sophisticated performance related to the standard(s). Perhaps this could be
accomplished by dropping the online rubric's bottom level. Additionally, as readers, we generally look for the most
important information at the top of the page. If the first dimension (or row) isn't the most important criteria in the task,
consider reordering the rows. Quality rubrics are organized by a hierarchy of skills, from most critical to least critical. This
is the reason why, on quality rubrics, you'll often see mechanics as the bottom row because criteria such as purpose,
audience, organization, and support are higher-level skills and more critical attributes of student writing.
4. What is your goal in using this rubric? The demands placed on teachers today are many, to say the least. For
teachers looking to expand their assessment repertoire, a pre-designed rubric seems like a useful shortcut. In some cases,
they are. In most cases, however, they can best serve you and your students as a starting point.
• If you are using a pre-designed rubric so that you can quickly communicate how you'll be grading your students' work,
download the file, label it as "scoring criteria" or "scoring chart," and distribute it -- without calling it a rubric.
Or, create a checklist that tells students what you'll be looking for (i.e., THREE sources, NO MORE THAN FOUR
misspelled words, TEN examples).
• If you're downloading the file in order to start using rubrics in your classroom, share it with your students and get their
feedback on the clarity of the tool. Does it enable them to understand what a quality product looks like, versus a
finished product?
Some other questions you may want to consider as you review an online rubric:
* What message does this rubric convey to my students? Is the layout accessible to them?
* How well does this rubric align with the traits of quality rubrics?
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* Does this rubric match the language and phrases I use with my students?
* Does this rubric match the task that I have assigned? Am I sure my task even deserves a rubric?
While creating rubrics is certainly demanding of your time up-front, the benefits are more than evident in moving students
to higher levels of achievement. You, as a quality educator, will definitely consider it time well spent.
Creating rubrics of your own? See the Urbana City Schools Performance Level Descriptors. This document may help you
in finding the right language to distinguish among performance levels. While you are certainly not limited to the language
on the lists, it may be helpful to you as you get started.
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Urbana City Schools
PERFORMANCE LEVEL DESCRIPTORS
Assistance with Building Quality Rubrics
EXEMPLARY
PROFICIENT
DEVELOPING
BASIC
4
3
2
1
GENERAL DESCRIPTION GENERAL DESCRIPTION GENERAL DESCRIPTION GENERAL DESCRIPTION
Student work that is exemplary
demonstrates an advanced degree
of difficulty or complexity as
specified by the gradelevel/course-level standards.
Student work at this level
demonstrates a sophisticated level
of development or understanding
of the learning target(s).
Student work that is proficient
demonstrates the difficulty and
complexity as specified by the
grade-level/course-level
standards. Student work at this
level demonstrates a clear
understanding of the learning
target(s).
Always
Nearly Always
Frequently
Often
Usually
Typically
Generally
Superior
Exemplary
Thorough
Complex/Advanced/
Sophisticated
Rich/Engaging/Vivid
Appropriate/Enhances
Precise/Subtle
Highly Effective
Good
Excellent
Mostly complete
High Level
All
Most
No/minimal errors
Always comprehensible
Clearly articulated
throughout
Well developed
Fully supported
Strong evidence of
Effective
Relevant
Suitable
Effective
Student work that is developing
demonstrates an emerging
understanding of or a low level of
difficulty or complexity as
specified by the gradelevel/course-level standards.
Student work at this level may
demonstrate partial understanding
of the learning target(s).
FREQUENCY
Sometimes
Occasionally
QUALITY
Fair
Acceptable
General/Vague
General/Basic
Vague/Unelaborated
Simplistic/Awkward
Generally Suitable
Moderately Effective
TASK REQUIREMENTS
Some
ACCURACY
Few errors
Some errors
COMPREHENSIBILITY
Almost always
Gist and main ideas are
comprehensible
comprehensible
Clearly articulated for the
Generally clearly articulated,
most part
but with definite gaps
CONTENT COVERAGE
Adequately developed
Partially developed
Adequately supported
Partially supported
Evidence of
Some evidence of
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Student work that is basic
demonstrates a limited or
fundamental understanding of the
specific grade-level/course-level
standards. Student work at this
level does not move beyond the
most basic knowledge of the
learning target(s).
Rarely
Almost Never
Never
Needs work
Unacceptable
Incomplete
Confused/Unclear
Ineffective
Random
Imprecise
Minimally Effective
Ineffective
Few or None
Frequent, blatant errors
Isolated parts are
comprehensible
Not clearly articulated
Minimally developed
Minimally supported
Little or no evidence of
Revised Spring 2011
EXEMPLARY
4
PROFICIENT
3
DEVELOPING
2
BASIC
1
RANGE
Limited
Very limited
VARIETY
Highly varied
Varied
Lacks variety
Basic
Non-repetitive
Occasionally repetitive
Repetitive
Highly repetitive
UNDERSTANDING
Thorough/Complete
Substantial/Extensive
Minimal/General
Partial/Some
OTHER LANGUAGE THAT MAY HELP DISTINGUISH AMONG PERFORMANCE LEVELS
**No direct alignment left to right
Careful
Acceptable
Sometimes
Rarely
Clear
Logical
Lapses in
Never
Distinctive
Coherent
Some
Incorrect
Depth
Focused
Somewhat
Weak
Complexity
Evidence of
Repetitious
Limited
Refined
Elaborated
Inconsistent
Minimal
Analysis
Controlled
Partially
Confusing
Reflection
Varied
Moderate
Unclear
Insight
Consistent
Sufficient
Incomplete
Strong control of
Developed
Briefly
Illegible
Concise
Clear
Overlooks
Lacking
Numerous
Flows
Single perspective
Missing
Unique
Several
Relies on
Erratic
Intentional
Complete
Has a general sense of
Illogical
Purposeful
Common
Recognizes and describes
Underdeveloped
briefly
Relates
Conventional
With some errors
Irrelevant
Sophisticated
Explains the reasoning
Generally explains
Inappropriate
Extensive
Strong understanding
General, fundamental
Insufficient
understanding
Abstract
Draws connections
Identifies few connections
Plagiarized
Predicts
Explains the reasoning
Without explaining the
In isolation
reason
Thoroughly understands and Provides clear support
Without demonstrating
Does not identify
explains
complete understanding
Without errors
In detail
Has a general sense
Inaccurate
Extensive understanding
Shows some depth
Takes a common,
Incomplete attempt
conventional approach
Provides new insight
Without complete
understanding
Represents a variety of
With limited details
perspectives
Draws complex connections
Demonstrates beginning
understanding
Draws logical conclusions
With inaccuracies
which are not immediately
obvious
EXEMPLARY
PROFICIENT
DEVELOPING
BASIC
Revised Spring 2011
85
Broad
Sufficient
4
Clearly explains the
reasoning
Provides clear, thorough
support
In elaborate detail
3
2
1
Overlooks critical details
Vague or incomplete
description
Unable to apply information
in problem-solving
Omits important details,
facts, and/or concepts
Shows an impressive level of
depth
With precision and accuracy
Takes an original, unique,
imaginative approach
Provides comprehensive
analysis
Relates concepts using a
variety of factors
Thorough presentation of
important details, facts, and
concepts
86
Revised Spring 2011
87
Revised Spring 2011