The  State  of  the                            Na onThank  you  for  joining  us!As  you  wait  for  our  session  to  begin,please  answer  a  few  ques ons  here:www.socra student  loginroom:  tcms317

Grading  and  repor ng  in  the  IBOne  school's  evolu-on  and  reflec-on

Sara  King                  Nathan  Lockhart                    Kelly  SirginnisP H  EdSciencesAdministra-onTates  Creek  Middle  SchoolLexington,  KYUSA

EssaysResearch  PapersProjectsDiscussionsPaper  TestsOral  TestsPerformance  TestsHomeworkGroup  WorkIndividual  WorkJournalsWhat’sinyourgradebook? QuizzesPar cipa onDebatesExtra  CreditBeing  PreparedA[endance/TardinessEffortNotesReflec onsMul media  assignmentsExit  SlipsWorksheetsMusic  Playing  Tests  someone  nearby:1. Discuss  the  three  essen al  purposes  for  grading  that  youiden fied  on  socra ve.2. Together,  choose  your  top  three.3. Number  each  purpose  in  your  order  of  priority.(1  is  highest  priority)4. Post  to  padlet.

JointheConversa on!#IBGrading#[email protected]

Inappropriate  grading  prac ces page  92 Determining  grades  using  apropor on  of  scores  for  classwork,homework  and  tests Determining  grades  by  averagingsumma ve  performance  scores  overthe  year Using  single  pieces  of  work  todetermine  final  gradesMYP:from  principles  into  prac-ce

To  focus  clearlyon  studentlearning,  it  isnecessary  tohave  a  gradingpolicy  that  is  fair,consistent  andmeaningful.

100- ‐6464- ‐0Fair?

Student  1Student  28th  Grade  ScienceTeacher  A8th  Grade  ScienceTeacher  AFinal  Semester  Grade:  FFinal  Semester  Grade:  FConsistent?

Student  1Student  21/11  Homework/ClassworkAssignments  Turned  In10/11    Homework/ClassworkAssignments  Turned  InTest  average:  89%Test  average:  67%Final  Grade:  62%Final  Grade:  50%Consistent?

Par cipa onPar cipa onConsistent?


The  Tates  Creek  Middle  Schoolcommunity  believes  grading: Communicates  academic  achievement  status  tothe  student,  parents  and  school; Provides  descrip ve  feedback  that  a  student  canuse  for  reflec on  and  growth; Informs  teachers  as  they  plan  and  modifyinstruc on; Indicates  the  student’s  progress  toward  mastery  ofthe  learning  goals  and  Approaches  to  Learningskills.

To  focus  clearlyon  studentlearning,  it  isnecessary  tohave  a  gradingpolicy  that  is  fair,consistent  andmeaningful.

ProgressAchievementOur ApproachApproachesto Learning

Progress“This  is  not  about  accountability  this  is  about  gesngbe[er.”–Classroom  Assessment  for  Student  Learning,S gginsProgress  assignmentsprovide  evidence  ofprogress  towardmastery  of  standardsthru  student  work  onlearning  targets.

ScaleforProgressScoreWhat it means3Got it!2Questionable1Doesn’t Understand

AchievementAssessment/evalua on  designed  to  provide  informa on  to  be  used  in“making  judgments  about  a  student’s  achievement  at  the  end  of  a  period  ofinstruc on.”- ‐How  to  Grade  for  Learning,  O’ConnorAchievementassignments  provideevidence  of  masteryof  the  standards.

IBScaleforAchievementIB ScoreTraditional Grade7-8A5-6B3-4C2D0-1F

ApproachestoLearning“The  focus  of  this  area  is  on  teaching  students  how  to  learn  and  onhelping  students  find  out  about  themselves  as  learners  so  that  theycan  develop  learning  skills.”- ‐MYP:  From  principles  into  prac-ceATL  represents  generaland  subject- ‐specificlearning  skills  that  thestudent  will  develop  andapply  during  theprogramme  and  beyond.

ScaleforATLIB ScoreTraditional Grade7-8A5-6B3-4C2D0-1F

P Homework Classwork Quizzes Exit Slips VerbalResponseA TestsQuizzesProjectsLabReports Papers  /EssaysOurApproachATL AssignmentComple on Deadlines AcademicHonesty Prepared Par cipa on

Student 1Student 21/11 Homework/ClassworkAssignments Turned In10/11 Homework/ClassworkAssignments Turned InTest average: 89%Test average: 67%Final Grade: 50%Final Grade: 62%

Howwillweresponddifferently?Student  1AchievementTradi onalSystemNew  SystemATL50%  /  F61You  can  solve  problems  set  infamiliar  situa ons  and  suggestsolu ons  to  problems  set  inunfamiliar  situa ons.    Youinterpret  informa on  andmake  scien fically  supportedjudgments.You  consistently  failed  tocomplete  all  parts  of  theassignments  and/or  turnthem  in  by  the  deadlines.Your  teacher  frequently  hasto  remind  you  to  return  totask.

Howwillweresponddifferently?Student  2AchievementTradi onalSystem62%  /  F2New  SystemATL6Most  of  the   me,  you  areYou  can  recall  some  scien fic   appropriately  engaged  inknowledge  and  you  suggestclass.  You  contributesome  solu ons  to  problemsmeaningful  ques ons  tobut  only  if  you’ve  seen  theour  discussions  andsitua on  before.    Youconsistently  complete  yourstruggle  to  apply  informa onassignments  on  new  situa ons.

Howwillweresponddifferently?AchievementATLStudent  16Student  2216

PlanningRubricsAssessmentUnitsImplica ons

SummerFaculty MeetingsRelease DaysDistrict PD DaysTuesdays40 owerMondayCore TeachersWednesdays120 minutesClasses covered bycounselorsElectiveTeachersOnce a month360 minutesClasses coveredby admin

StakeholderEduca onTeachersParentsStudentsImplica ons

PolicyGradingAthle cReten onImplica ons

Non- ‐Nego ables1.  from  the  Bo[om  UpSupported  from  the  Top  DownRooted  in  Common  PurposeSystemicCourageous

We will not allowbad practices elsewhereprevent best practice here.

s.fcps.netSara  KingNathan  LockhartKelly  Sirginnis