Using Standards Based
Descriptors on Student
Assessments
Kimberly D. Lackey
Spanish III-IV
Eureka High School
Do students react to the results of
an assessment differently if they
are given a descriptor (below basic,
basic, proficient, advanced) instead
of a letter grade?
• Letter grades are starting to seem
outdated
• 90%
• Need for students in advanced classes to
have something to strive towards
Context
•
•
•
•
Classes / Students
PLC / Teachers
WL Department / Administrators
District Grading Scale / Infinite Campus
Research
• A Repair Kit for Grading: 15 Fixes for Broken
Grades by Ken O’Connor
• http://www.oconnorgrading.com/index.php - Ask
the Grade Doctor
• How to Grade for Learning K-12 by Ken
O’Connor
• Rockwood Spanish Curriculum
• Performance Assessment for Language
Students rubrics (PALs) from Fairfax County, VA
Possible Titles for Performance
Standard Levels
Advanced
Advanced
Above
Standard
Exceptional
Consistently
Proficient
Proficient
At Standard
Proficient
Usually
Partial
Minimal
Approaching Approaching Progressing
Below
Well Below
Beginning
How to Grade for Learning, Ken O’Connor, 2002, page 72
Sometimes
Seldom
EHS WL Department Titles for
Performance Standard Levels
• Same as MAP test
• Each gives a
description of the
student’s
performance / ability
related to the
standard
Advanced
Proficient
Basic
Below Basic
Link to Percentages
Traditional School Approach
Standards-Based Approach
90-100%
Outstanding /
Excellent
95-100%
80-89%
Above Average / 85-94%
Good
Proficient
70-79%
Average /
Satisfactory
Basic
60-69%
Below Average / 74% or below
Poor
Below Basic
59% or below
Failing /
Unacceptable
Far Below
Basic?
75-84%
Advanced
A year-long process
1) Quizzes (September)
2) Performance Assessments (late
September)
3) Listening and Reading Assessments
scoring guide (November)
4) Grammar Assessment scoring guide
(January)
5) Vocabulary Assessment scoring guide
(March)
1) Using the terms (in addition to
percentages, instead of letter
grades) on quizzes. Buy in from
PLCs, discussed with department.
2) Reformatting Scoring Guides for
performance assessments
Español IV, Capítulo 7 (En el restaurante)
GCA: Hablar, Simulated Conversation
Interpersonal Speaking
Language
Control
Vocab.
Fluency
Comprehensibility
Task completion
5
50
6
7
53.3
57.7
Below Basic
Does not complete the task.
Responds inappropriately to most
parts/prompts of the conversation.
8
60
9
63.3
10
11
12
67.7
70
73.3
Basic
Partially addresses and/or
completes the task. Responds
inappropriately to some
parts/prompts of the conversation.
Speech halting and uneven with
long pauses or incomplete
thoughts.
Speech choppy and/or slow with
frequent pauses; few or no
incomplete thoughts.
13
76.6
14
80
15
16
17
83.3 86.7
90
Proficient
Appropriately addresses and
completes the task. Responds
appropriately and fully to all or
almost all parts/prompts of the
conversation.
19
20
96.7
100
Advanced
Fully addresses and completes the
task. Responds fully and
appropriately to all or almost all
parts/prompts of the conversation.
Adds details and elaborates on
ideas.
1
2
3
4
Message barely comprehensible,
Message mostly comprehensible,
Message comprehensible,
Message readily comprehensible,
requiring frequent interpretation;
requiring interpretation;
requiring minimal interpretation;
requiring no interpretation;
pronunciation may frequently
pronunciation may occasionally
pronunciation does not interfere
pronunciation enhances
interfere with communication. 1 interfere with communication. 2 with communication.
3 communication.
4
Somewhat fluent speech with
some hesitation but speaker
manages to continue and complete
1
2 thoughts.
3
Inadequate and/or inaccurate use
Somewhat inadequate and/or
Adequate and accurate use of
of vocabulary.
inaccurate use of vocabulary; too
vocabulary for level IV.
basic for level IV.
1
2
3
Emerging use of basic language
Emerging control of basic language Control of basic language
structures. (Used correctly about
structures. (Used correctly about ¾ structures. (Used correctly most of
½ of the time)
of the time).
the time, not all of the time).
1
2
3
18
93.3
Fluent and natural speech with
few pauses or false starts.
4
Rich use of vocabulary and
appropriate use of idiomatic
expressions.
4
Excellent control of basic
structures withpossible use of
advanced language structures.
4
Comentario: _____________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
Español IV, Capítulo 7 (En el restaurante)
GCA: Hablar, Simulated Conversation
Interpersonal Speaking
Language
Control
Vocab.
Fluency
Comprehensibility
Task completion
5
50
6
7
53.3
57.7
Below Basic
Does not complete the task.
Responds inappropriately to most
parts/prompts of the conversation.
8
60
9
63.3
10
11
12
67.7
70
73.3
Basic
Partially addresses and/or
completes the task. Responds
inappropriately to some
parts/prompts of the conversation.
Speech halting and uneven with
long pauses or incomplete
thoughts.
Speech choppy and/or slow with
frequent pauses; few or no
incomplete thoughts.
13
76.6
14
80
15
16
17
83.3 86.7
90
Proficient
Appropriately addresses and
completes the task. Responds
appropriately and fully to all or
almost all parts/prompts of the
conversation.
19
20
96.7
100
Advanced
Fully addresses and completes the
task. Responds fully and
appropriately to all or almost all
parts/prompts of the conversation.
Adds details and elaborates on
ideas.
1
2
3
4
Message barely comprehensible,
Message mostly comprehensible,
Message comprehensible,
Message readily comprehensible,
requiring frequent interpretation;
requiring interpretation;
requiring minimal interpretation;
requiring no interpretation;
pronunciation may frequently
pronunciation may occasionally
pronunciation does not interfere
pronunciation enhances
interfere with communication. 1 interfere with communication. 2 with communication.
3 communication.
4
Somewhat fluent speech with
some hesitation but speaker
manages to continue and complete
1
2 thoughts.
3
Inadequate and/or inaccurate use
Somewhat inadequate and/or
Adequate and accurate use of
of vocabulary.
inaccurate use of vocabulary; too
vocabulary for level IV.
basic for level IV.
1
2
3
Emerging use of basic language
Emerging control of basic language Control of basic language
structures. (Used correctly about
structures. (Used correctly about ¾ structures. (Used correctly most of
½ of the time)
of the time).
the time, not all of the time).
1
2
3
18
93.3
Fluent and natural speech with
few pauses or false starts.
4
Rich use of vocabulary and
appropriate use of idiomatic
expressions.
4
Excellent control of basic
structures withpossible use of
advanced language structures.
4
Comentario: _____________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
3) Expanding the scoring guide
format for use with listening and
reading assessments
Hora ______ Nombre ______________________________________________________________ #_______
Español IV, Capítulo 8
La convivencia y la aculturación GCA: Leer
Main Idea Analysis /
Meaning Supporting Details
summary from context
50%
3
54.6% 59.1%
4
5
Below Basic
Unable to accurately identify
details from the reading
selections. (6 or fewer correct)
1
63.6%
6
68.2%
7
Basic
72.7%
8
Accurately identifies minor
details from portions of the
reading selections. (7-8 correct)
2
77.3%
9
81.8% 86.4%
10
11
Proficient
Accurately identifies minor
details from the majority of the
reading selections. (9-10
correct)
3
90.1%
12
95.5%
100%
13
14
Advanced
Accurately identifies minor
details from the all or almost all
of reading selections. (11-12
correct)
4
Identifies accurate meaning for
one or fewer words based on
context of selection.
Identifies accurate meaning for
some words (2-3) based on
context of selection.
1
Attempts to define terms
Defines terms presented in
presented in article, but errors
article with some errors in
in comprehension impede
comprehension.
communication.
1
Unable to demonstrate accurate
interpretation of the main ideas of the
reading selection.
0
Identifies accurate meaning for
most words (4-5) based on
context of selection.
2
3
Defines terms presented in
article with few errors in
comprehension.
2
Identifies accurate meaning for
all words based on context of
selection.
4
Accurately defines terms
presented in article with detail,
precision, and clarity.
3
4
Demonstrates accurate interpretation of
main idea of the reading selection.
2
4) Expanding the scoring guide
format to grammar assessments
Español 3—Capítulo 3-2
Gramática—los mandatos formales y plurales
5
50
Choice of
Affirmative vs.
Negative
Command
(Vocabulary)
Choice of
Register (Ud.
or Uds.
Command)
Formation of
Commands
(Verb forms)
Use of
pronouns
Accent marks
6
53.6
7
57.2
8
60.7
9
64.3
10
67.9
11
71.4
12
75
Below Basic
Basic
Significant errors in
comprehension of
vocabulary when choosing
to make commands
affirmative or negative. (5
or more errors)
1
Significant errors in
understanding of whom to
address with Ud. vs.Uds. (5
or more errors)
1
Significant errors in
command forms. (5 or
more errors)
1
Significant errors in correct
choice and placement of
reflexive pronouns with
affirmative and negative
commands. (3 or more
errors)
1
4 or more errors in
inclusion of and/or
placement of accent marks.
1
Some errors in comprehension of vocabulary
when choosing to make commands affirmative
or negative. (3-4 errors)
13
78.6
14
82.2
15
85.7
16
89.3
17
92.9
Proficient
2
3
Usually demonstrates understanding of whom to
address with Ud. vs.Uds. (1-2 errors)
2
3
Some errors in command forms.
(3-4 errors)
Most commands forms are grammatically correct.
(1-2 errors)
2
Some errors in correct choice and placement of
reflexive and direct object pronouns with
commands. (2 errors)
Usually demonstrates correct choice and
placement of reflexive pronouns with affirmative
and negative commands. (1 error)
2
2-3 errors in inclusion of and/or placement of
accent marks.
2
19
100
Advanced
Usually demonstrates comprehension of
vocabulary when choosing to make commands
affirmative or negative. (1-2 errors)
Some errors in understanding of whom to
address with Ud. vs.Uds. (3-4 errors)
18
96.4
3
Demonstrates advanced
comprehension of
vocabulary when choosing
to make commands
affirmative or negative. (0
errors)
4
Demonstrates advanced
understanding of whom
to address with Ud.
vs.Uds. (0 errors) 4
Commands are
grammatically correct. (0
errors)
4
Demonstrates correct
choice and placement of
reflexive pronouns with
affirmative and negative
commands. (0 errors)
3
Uses accent marks only when necessary and places them correctly on
commands. (0-1 errors)
4
3
5) Expanding scoring guide format
to vocabulary quizzes
Percentage
Raw Score
Unit Vocabulary –
Spelling (including
diacritical marks)
Unit Vocabulary
Application –
Meaning &
Grammar
(conjugations,
agreement, word
order)
Overall Language
Use – Grammar &
Vocabulary
Overall
Communication –
Content
Overall
Communication –
Comprehensibility
50
52
54
46
48
60
62
64
66
68
70
72
74
76
78
80
82
84
86
88
90
92
94
96
98
100
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Below Basic
1 targeted word spelled
correctly
Basic
3 targeted words
spelled correctly
Proficient
4 targeted words spelled
correctly
Advanced
2 targeted words
5 or more targeted words
spelled correctly
spelled correctly, including
all or almost all diacritical
2
4
6
8 marks
10
1 targeted word applied
2 targeted words
3 targeted words
4 targeted words applied
5 or more targeted words
correctly in context with
applied correctly in
applied correctly in correctly in context with
applied correctly in context
correct grammatical structures context with correct
context with correct correct grammatical
with correct grammatical
grammatical
grammatical
structures
structures
2 structures
structures
6
8
10
4
Significant errors in basic
Errors in basic grammatical
Few errors in grammatical
No or only minor errors in
grammatical structures and/or
structures and/or vocabulary,
structures and/or vocabulary
grammatical structures
vocabulary, (including spelling)
(including spelling) somewhat
(including spelling) do not
and/or vocabulary
inhibit communication.
1 inhibit communication.
2 inhibit communication.
3 (including spelling).
4
Inadequate, inaccurate, and/or
Some information in responses
Appropriate response to
Substantial response to
irrelevant response.
may be incorrect or irrelevant.
prompt that provides correct
prompt that provides
Limited response
and relevant
correct and relevant
information with
1
2
3 elaboration.
4
Large portions of responses are very Responses are understood with
Responses are understood with Responses are easily
difficult to understand and must be
some interpretation by the reader. minimal interpretation by the
understood. Reader does
interpreted by the reader.
reader.
not have to “interpret”
1
2
3 meaning.
4
6) Sharing our work
•
•
•
•
Spanish I, II, and AP PLCs
French, German, Latin, ASL PLCs
EHS SBGR Book Study Group
WL Departments at Lafayette, Rockwood
Summit, and Marquette
• Foreign Language Association of Missouri Fall
Conference, 2011
• Central States Conference on the Teaching of
Foreign Languages, March 2012
Data Collection Sources
1. Student surveys (through Survey
Monkey)
2. Teacher surveys
3. Comparison of student grades from
Chapter 3-3 reading GCA from 2010 and
2011 (points vs scoring guide)
Student surveys (through Survey
Monkey)
• 178 Students
• Spanish III and Spanish IV
• Students from 3 different teachers, 2
different PLCs
• All have had level II or III with traditional
grading and level III or IV with Standards
Based Grading
Student Comments
•
•
•
•
•
•
Pro-Standards Based
Pro-Traditional Grading / Percentages
Pro-Hybrid of SBG and Letter Grades
Indifference
Huh?
Changes that should be made
Teacher surveys
• 3 Teachers
• 2 PLCs
• Each teacher has had extensive
experience in using traditional letter
grades and percentages and has followed
the same pattern of using SBG descriptors
and scoring guides during this school year
1. What do you perceive as the impact of using the
terms Advanced / Proficient / Basic / Below Basic
on student assessments?
• Students are more motivated to get above just
90%, students understand at what level (basic,
below basic) they should be retaking - as
opposed to just retaking to get a higher
percentage.
• Students are given a better understanding of
their strengths and weaknesses - what they
know well and what they still need to learn.
• Students have clearer understanding of their
grades and learning.
Comparison of student grades from
Chapter 3-3 reading GCA from
2010 and 2011 (points vs scoring
guide)
• Same task
• 2010 – 2 points main idea, 1 point each
supporting detail, 1 point each vocab in
context (16 points)
• 2011 – Based on scoring guide, standards
based (10 points raw score)
Main Idea
Realidades 3: GCA – Leer
Capítulo 3-3 FORMA A
50%
56.3%
62.5%
68.8%
2
3
4
5
Below Basic
Basic
Unable to demonstrate accurate
interpretation of the main ideas of the
reading selection.
0
75%
6
81.3%
87.5%
93.8%
100%
7
8
9
10
Proficient
Advanced
Demonstrates accurate
interpretation of main
idea of the reading
selection.
Supporting Details
2
Unable to accurately
identify details from
the reading selections.
(5 or fewer correct)
1
Accurately identifies
minor details from
portions of the
reading selections. (67 correct)
2
Accurately identifies
minor details from the
majority of the
reading selections. (8
correct)
3
Accurately identifies
minor details from the
all or almost all of
reading selections. (910 correct)
Meaning from
context
4
Identifies accurate
meaning for one or
fewer words based on
context of selection.
1
Identifies accurate
meaning for some
words (2-3) based on
context of selection.
Identifies accurate
meaning for most
words (4-5) based on
context of selection.
2
Identifies accurate
meaning for all words
based on context of
selection.
3
4
Traditional vs Standards Based
Grading
2010 Reading GCA
• 86.9% Average
• 24/48 (50%) Advanced
• 17/48 (35%) Proficient
• 5/48 (10%) Basic
• 2/48 (4%) Below Basic
• 24/48 (50%) A
• 12/48 (25%) B
• 5/48 (10%) C
• 5/48 (10%) D
• 2/48 (4%) F
2011 Reading GCA
• 94.3%Average
• 30/42 (90.5%) Advanced
• 12/42 (29%) Proficient
• 0 Basic
• 0 Below Basic
• 30/42 (90.5%) A
• 12/42 (29%) B
• 0C
• 0D
• 0F
Possible Conclusions
• The Standards Based scale is more
generous; students can make one mistake
and still get a 100%, 3 mistakes is -12%
instead of -18%.
• The feedback on previous reading
assessments from the SB scoring guide
helped students to improve on their areas
of weakness over the year.
• This year’s students are more
academically gifted.
Amount of points deducted
2010 Traditional Grading
• -1 = 94%
• -2 = 88%
• -3 = 81%
• -4 = 75%
• -5 = 69%
• -6 = 63%
• -7 = 56%
• -8 = 50%
• -9 = 44%
2011 Standards Based
Rubric
• -1 = 94-100%
• -2 = 88-94%
• -3 = 91-94%
• -4 = 75-88%
• -5 = 75%-81.3%
• -6 = 75%
• -7 = 69%
• -8 = 63%
• -9 = 56%
Conclusions
• I learned that…
– You can make Standards Based Grading
Work, even if it’s not totally compatible with
Infinite Campus
– Students have strong ties to traditional
grading practices
– I can be much more precise in my feedback
about student performance by using
standards rather than numbers / letters
What’s next?
• Consider adding a “Far Below Basic” level
• Continue to monitor and adjust scoring
guides
• Educate parents at Open House and
Parent/Teacher Conferences, consider
how to get grade communications into
parents’ hands
New Questions
• Are other departments attempting something similar?
What descriptors are they using?
• Do other teachers / administrators agree with the
mathematics used? 50% lowest grade? 83.3% =
Proficient?
• How will our role at the high school change as students
graded by standards in elementary school get older?
• What issues do teachers outside of my PLC have with
the descriptors / the new scoring guides?
• In the end, are students achieving at a higher level than
before? Have they broken out of the 90%?