Targets, Assessments, &
Grading
What do I do with targets after I
have them?
Ken Mattingly
B.A. – University of Kentucky
M.A. – Eastern Kentucky University
National Certification in Early Adolescent Science
ken.mattingly@rockcastle.kyschools.us
Agenda
• 8:30-11:00
Targets and Assessments
– Review of Assessment for Learning practices
– Overview of process as implemented at Rockcastle
County Middle School
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Target generation
Target-activity match
Target-assessment match
Common summative assessments
• 11:00-12:30
Implications for Grading
– Linking targets/standards to grades
– My experiences with standards-based grading
What do we want to assess?
• Start with the end in mind.
– What do we want students to know and do?
– Sources :POS, CCD, Common Core not CCA
• Turn those documents into manageable chunks
of information
– Take standard and break into the learning pieces that
when put together form the scaffolding for
performance of the standard
– Knowledge, Skills, Reasonings, Products
• These are the pieces that give your instruction
direction and you want to assess
Side Note on Deconstruction
• Taking standards and
deconstructing them is hard
and time consuming.
• Decisions often have to be
made on what is essential
learning.
• There will be differences of
opinion on how standards
break out.
• Put your textbook away when
deconstructing
• Don’t let this step frustrate you
and keep you from
implementing AFL.
Now what?
• I’ve broken the standards down into
understandable pieces.
• I’ve arranged the pieces into common
groups or units.
• I’ve divided the units into manageable
pieces of instructional time.
• How do I use them?
Clear, Student-friendly Targets
• Turn knowledge, skill, reasoning, and
product pieces into “I can” target statements.
• Targets should use student-friendly
language.
• Targets should be attainable.
• Provide clear, stationary targets for students
to aim at and they will hit them.
• Give students a copy of learning targets for
the unit.
Student Friendly Learning Target
Example
• Standard: SC-07-4.6.2 Students will:
– describe the transfer and/or
transformations of energy which occur in
examples that involve several different
forms of energy (e.g., heat, electrical, light,
motion of objects and chemical).
– Explain, qualitatively or quantitatively, that
heat lost by hot object equals the heat
gained by cold object.
Student Friendly Learning Target
Example
1. I can give examples of energy.
2. I can give examples of energy transfer. That
means when energy is moved from one object
to another.
3. I can give examples of energy transformations.
That means when energy is changed from one
form to another form.
4. I can describe the exchange of energy
between hot objects and cold objects.
6th grade geometry example
7th grade ELA example
Learning Targets Allow Us to ...
• Make the learning intention transparent to
our students
• Select experiences that purposefully move
students toward mastery of the target
• Be good consumers of our resource
materials
• Monitor student performance and make
adjustments as learning is taking place
Working Group Discussion
• How would developing learning targets
change the instructional environment in
your school?
• What challenges do you foresee with
developing learning targets?
Using Targets for
Pre-Assessment Development
• Targets can easily be turned into
questions for a pre-assessment to see
where students are at the beginning of a
unit.
• Develop questions that give students an
indication of what they are to learn.
• Pre-assessment as feedback throughout
unit.
Using Targets for
Post-Assessment Development
• Matching the assessment method to the
type of target.
• Determining adequate sampling size.
• Assessment format considerations: open
response vs. multiple-choice, time
constraints
• Quality of questions, information value of
incorrect answers
Target – Method Match
Figure 4.2 Target-method Match
Selected Response
Written Response
Performance
Assessment
Personal
Communication
Knowledge
Good
Can assess isolated
elements of knowledge
and some relationships
among them
Strong
Can assess elements of
knowledge and
relationships among
them
Partial
Can assess elements of
knowledge and
relationships among them
in certain contexts
Strong
Can assess elements of
knowledge and
relationships among
them
Reasoning
Good
Can assess many but
not all reasoning
targets
Strong
Can assess all reasoning
targets
Partial*
Can assess reasoning
targets in the context of
certain tasks in certain
contexts
Strong
Can assess all reasoning
targets
Performan
ce Skill
Poor
Cannot assess skill
level; can only assess
prerequisite knowledge
and reasoning
Poor
Cannot assess skill level;
can only assess
prerequisite knowledge
and reasoning
Strong
Can observe and assess
skills as they are being
performed
Partial
Strong match for some
oral communication
proficiencies; not a good
match otherwise
Product
Poor
Cannot assess the
quality of a product;
can only assess
prerequisite knowledge
and reasoning
Poor*
Cannot assess the quality
of a product; can only
assess prerequisite
knowledge and reasoning
Strong
Can directly assess the
attributes of quality of
products
Poor
Cannot assess the
quality of a product; can
only assess prerequisite
knowledge and
reasoning
* = modification
Possible Assessment Methods
• Selected response/short answer
– Multiple choice, true/false, matching, fill in the blank, label a
diagram
• Extended written response
– Writing in response to a question or a request, e.g., “How are
these two _____ similar?” or “Explain the effect of the Stamp Act
on the colonists.”
• Performance assessments
– Demonstrating skills, developing products
• Personal Communication
– Questions and answers, conferences, interviews, oral
examinations
Value of Incorrect Answers
#2 - I can give examples of energy transfer.
That means when energy is moved from
one object to another.
4.We dropped a golf ball from 100 cm in class.
It bounced back to 60cm. Why did it not
return to the 100 cm mark?
A.Energy was lost while it fell.
B.Energy was added to it when it hit the ground.
C.Energy was transferred when it hit the ground.
D.Energy was lost while it rose back up.
Working Group Discussion
• How do you determine the questions that
are on your assessments?
• What is the benefit, if any, for common
summative assessments?
• How would you have to prepare your
faculty for this process?
Linking Lessons to Targets
• Each learning experience should be
explicitly linked to a target.
• Students are introduced to the target at
the beginning and ending of the
experience.
• Each learning experience is evaluated for
its effectiveness at moving students
toward mastery of the target.
Selecting/Designing Lessons
• The learning target is the goal of the
instruction.
• Instruction should link directly to the target
• No direct link = pruning instruction from
curriculum
• Basal programs should be used where
they connect to the target(s)
• Become a better consumer of resources
How do I know my
instruction is “good”?
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The students seem to enjoy the activities?
I think they understand it?
When I get back their unit test results?
When the state test scores arrive?
By the number of parent compliments or
complaints?
• What my peers/administrator say about
me?
Formative Assessments
• Assessments conducted during learning to
promote, not merely judge or grade,
student success
• Provide information to teacher and student
on student performance.
• Supplies opportunities to make mid-course
corrections to learning experiences.
Research on Feedback
• Quality of feedback matters. Specifically
descriptive ,criterion-based feedback is better
than numerical scoring or letter grades.
• Emphasis on the importance of learning leads to
greater learning vs. looking good or being
compared to others.
• Descriptive feedback that focuses on strengths
and weaknesses is most effective
» Classroom Assessment for Learning, p. 40
Working Group Discussion
• What are your thoughts on not grading
formative assessments?
• How would your classroom have to
change in order to incorporate it?
• As a learner, what makes you feel an
assignment is worth doing?
Summative Feedback
• Before using targets: score 65%
– Student knows what questions they got
right/wrong
– Kept the score and went on, maybe reviewed,
but still went on
– No diagnosis of problems and ways to
address them – perhaps taking a test again
but no plan as to what to focus on
– No idea on student or teacher’s part of
strengths and weaknesses
Summative Feedback
• After using targets: score 65%
– Get results broken out by target
– Students know what they do well and what
they need to work on
– Students have opportunities to work on
identified targets and gain understanding
before trying again to show mastery
– Diagnostic tool to show strengths and
weaknesses by student and class
Re-testing
• Students have received summative
assessment results by target
• Identify targets needing improvement
• Work on target practice in preparation for
re-testing
• Re-test only over identified targets
• Evaluate results, rinse, and repeat!
Summary of Targets and
Assessments
• Learning targets form the backbone of
instruction and assessment program
• LT allow for focused development of preand post-assessments
• LT give clear direction to selection and
development of instructional activities
• LT provide students with clear learning
goals and a format for organized feedback
on their performance
Standards-based Grading
• How do I make my
grading:
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Meaningful?
Defensible?
Student motivating?
Teacher friendly?
Infinite Campus
compatible?
– Administration
approved?
Guidelines for Grading in
Standards-Based Systems
• Relate grading procedures to learning goals (targets)
• Use criterion-referenced performance standards as
references points to determine grades
• Limit the valued attributes included in grades to individual
achievement
• Sample student performance – do not include all scores in
grades
• Grade in pencil – keep records so they can be updated
easily
• Crunch numbers carefully – if at all
• Use quality assessments and properly recorded evidence
of achievement
• Discuss and involve students in assessment, including
grading, throughout the teaching/learning process
» Ken O’Connor, How to Grade for Learning, p. 44
My Grading Format
• All assessments, formative and summative, are
based on learning targets
• Students’ grades are based on how well they
show mastery of learning targets
• Behaviors are not factored into grade unless the
behavior is an identified and communicated
learning target
• Students are aware of targets being assessed
• Students are given multiple opportunities to
demonstrate mastery of targets
Learning Target Performance
Criterion
• Student performance is divided into three
categories
– Basic
– Developing
– Mastery
• Students receive a score of 1, 2, or 3 for
each target depending on their
performance
Determining Student Performance
• Multiple-choice questions
– 4 questions or less
• Must get all of them correct for master
• Miss 1 = developing, miss 2+ = basic
– 5 or more questions
• Can miss 1 and still show mastery
• Miss 2 = developing, miss 3+ = basic
• Open-response questions
– Score a 3 or 4 to demonstrate mastery
– Score 2 = developing, score 1 = basic
Assessment
• Formative
– Tied to how student is doing on a particular target
– Use to identify growth areas and show how to close
the mastery gap
– Generally not included in grading of target mastery
• Summative
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Includes assessment items for all targets in a unit
Diagnoses strengths and weaknesses of student
Provides road map for attaining target mastery
Determines current performance on targets
Summative
Assessment
• Provides
itemized
feedback on
performance per
learning target
Why Do We Need a Grade?
• They will be around for a while
• Parents expect and “understand” them
• Students need something to compare their
learning to
• Communities are not ready for “no grades”
• Administrators are not ready for “no
grades” 
So Where’s the Grade?
• Total points possible for each target is 3
• Total points for unit is number of targets
times 3
• Students total points earned divided by
total unit points gives percentage
• All 2’s (developing) = 67% D
• ½ 2’s and ½ 3’s = 83% low B
• All 3’s (mastery) = 100% A
Re-testing
• Opportunities for re-teaching
– Reviewing test results
– Learning target practice
– Classroom time
• Re-test by target
– Targets receiving 1’s must be worked on
– Targets receiving 2’s can be worked on
• Results on re-test provide information for
further narrowing of mastery gap
Standards-based Grading in a
Nutshell
• Focuses on whether students know what you
want them to know
• Provides opportunities for variable learning
paces
• Rewards students who continue to try mastering
the information/concepts
• Gives a clear indication of what students know
and don’t know
• Gives a clear picture of where your instruction is
being effective/ineffective
Infinite Campus
• Targets are entered as different
assignments
• Assignment is given a name “Ecosystem
Learning Target #1”
• Assignment description contains the target
statement
• Each assignment is worth a maximum of 3
points
SBDM and District Considerations
• What if I’m required to enter a specific
number of grades per week?
• What if my district requires weekly quizzes
or tests?
• How do I deal with parents who feel daily
grades offer real feedback?
• What about weekly athletic eligibility
checks?
Working Group Discussion
• What support needs to be in place for
standards-based grading to work for you?
• Would everyone have to grade this way?
• What would your students think about this
grading method?
• What about your parents?
Administrators?
Summary of Standards-based
Grading
• Students are graded on their mastery of
standards (learning targets)
• There are communicable levels of
performance leading to mastery
• Only mastery of standards is included on
grade calculation
• Students receive multiple opportunities to
show mastery of standards
Today’s Take Home Message
• Learning targets inform students and teachers
specifically what the learning intention is
• They can be used as a basis for instructional
design and assessment formulation
• Formative and summative assessments should
provide feedback to all parties on how to
improve understanding
• Students should be given multiple opportunities
to develop and show mastery of learning targets
• Standards-based grading gives students the
chance take ownership of their performance
Contact Information
• Ken Mattingly
– ken.mattingly@rockcastle.kyschools.us
• PIMSER P-12 Math & Science Outreach
– University of Kentucky
– 641 S. Limestone St.
– Lexington, KY 40506-3706
– Kim.Zeidler@uky.edu