Category: Assessment

Red Flag: Converting 1-4 to 100 Point Scale and then Averaging

July 31, 2017 by

We have a problem. More and more districts and schools are supposedly converting to competency education, but they are doing so without committing to the big idea that we want to make sure every students succeeds. Committing to the big idea is essential — some might call this demanding excellence, others equity. In competency education, it really becomes the same thing.

At CompetencyWorks, we’ve realized that it isn’t going to help to keep talking about the exemplars (from districts that are able to show that students are benefiting) and the “look-fors” (what we think are effective practices based on visiting so many schools) that we include in our case studies of districts and schools. We also need to talk about the red flags (a sign that something isn’t working right) and missteps (either problematic design or implementation) to help districts identify potential problems sooner.

This morning I read an article about a community in Maine that may be taking a misstep with their new diploma system. The article focuses on the issue of grading, and it appears that they are missing the concept of why 1-4 scoring is more valuable than A-F grading. It’s not clear what else they may have or are planning to put into place – so I’m not referring to their overall plan.

              From the article: An initial draft of the proficiency based diploma was introduced at the May 15 School Committee meeting. Using the new proficiency based learning system, the draft stated that students are evaluated on a 1 to 4 scale, with 1 corresponding to “does not meet proficiency” to 4 which is “exceeds proficiency.” The initial draft took the proficiency grades (1-4) and converted them into numerical grades (100 point scale)… An example from the Proficiency Based Learning and Diploma Implementation Proposal: A student earns a 77, 85, and 88 (out of a 100 point scale) on three assessments for a graduation standard. The average of these three is 83. Therefore, the numeric grade is 83; the proficiency score for that graduation standard is 3.0 (a.k.a. proficient).

From what I can tell, it looks like the district shifts from A-F (which is usually based on a 100 point scale), turned it to 1-4, and then turned it back into the 100 point scale. (more…)

Assessing for Equity

April 14, 2017 by

Assessment for Learning Project (ALP) is one of the most interesting, well-designed, and, based on the convening I just attended this week, best-managed initiatives I’ve seen. Kudos to NGLC, 2 Revolutions, and Center for Innovation in Education!

ALP was designed to fund a wide-ranging set of initiatives about assessment as we begin to unlock it from accountability, where it has been held hostage for several decades, and return it to its rightful place in the learning process. The initiative is driven by a learning agenda that allows a series of very different projects to inform and inspire us – all exploring different aspects of assessment.

ALP Learning Agenda

The ALP Learning agenda is based on the following five questions:

  • How can assessment support a broader definition of student success?
  • What assessment practices most effectively empower students to own and advance their learning?
  • How can we most effectively build educator capacity to gather, interpret, and use evidence of student learning to enhance instruction?
  • How does assessment for learning inform broader contexts of accountability, policy, and system design?
  • How can we pursue equity through assessment for learning?

Each of these questions alone could be a full-blow learning agenda; together, they force us to take us a step back and really think about our assumptions underlying assessment. In listening to the conversations at ALP, a few ideas that have been percolating in the back of my mind jumped forward.

  • Assessment really does have a foot in both the cycle of learning and any efforts related to understanding the effectiveness of the education system itself (i.e., external accountability). The trick is to maintain its integrity within the cycle of learning while informing external accountability.
  • We talk about assessment as a noun when I’m becoming convinced it should be used as a verb. We should really be focusing on assessing as a process that students and teachers do to reflect on how students are learning and what needs to happen next. When we think of assessment as a noun it keeps us thinking about the tools of the trade, such as tests, when our primary need right now is to build our skills and clarify the processes used in gaining insight regarding what students understand, what they can do, and where there might be gaps, weak understanding, and misconceptions that need to be addressed.

Assessment for Equity

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