Tag: grading and transcripts

School Consortium Proposes a Better Transcript

October 2, 2017 by

This post originally appeared at Getting Smart on September 14, 2017.

For 125 years we’ve recorded the high school experience as a series of courses and grades. It’s a record of activity but not a very good measure of knowledge, skills and dispositions; it doesn’t capture experiences or work products that provide evidence of growth and accomplishment.

Scott Looney, head at the Hawken School in Cleveland since 2006, is an advocate for advanced student-centered and authentic learning. He knew there was a better way to signal student success but realized it was both a supply and demand problem–high schools needed to update the transcript and colleges needed to agree to accept the new evidence of learning.

Looney launched the Mastery Transcript Consortium (@MastTranscript) in 2017. The new nonprofit started by defining the problem: current transcripts mark time not learning–they value information regurgitation over making meaning, disciplines over integration, extrinsic over intrinsic rewards, and encourage grade inflation. The whole charade is based on the premise that grades are replicable, validated and meaningful.

Looney quickly assembled 17 co-founding schools excited about building a common transcript and selling the idea to HigherEd. Since its launch, 120 more non-profit independent schools have joined the Consortium. (more…)

What’s New in K-12 Competency Education?

September 27, 2017 by

What's new! star graphicSummit Public Schools published The Science of Summit, which describes the research and design choices made in Summit Public Schools. Chris Sturgis considers this a must-read. Someday every school will have a paper on the science of their school that describes the research, beliefs and values that are the foundation of their school design and instruction.

Social Emotional Learning

  • CASEL, the Collaborative for Academic, Social and Emotional Learning, is leading an effort to improve measurement of social emotional learning.
  • Aspen Institute’s National Commission on Social, Emotional, and Academic Development is releasing its first case study today, Putting It All Together, which discusses showing how schools and school districts across the country are enhancing learning when they teach a curriculum that simultaneously build students’ social, emotional, and academic skills.

Thought Leadership

Personalized Learning

  • In the blog “Let’s Put Personalized Learning in its Proper Place,” Andy Calkins explores personalized learning as part of a larger whole.
  • This article shows how personalized, competency-based education allows for deeper learning and gives students the freedom to follow their passions.
  • Atlanta educators reflect on lessons from their personalized learning initiative.

Grading

  • George Couros wrote an article advocating for a greater focus on mastery over grades, holding the same high standards for all students.
  • Kristy Louden, a teacher, wrote this blog on ways to get students to read and reflect on feedback through delayed grading.
  • A Parents website article says mastery-based learning could become the new standard, and that A-F grading could be eliminated.

Diplomas

  • Tom Vander Ark outlines a proposal for an Innovation Diploma in this Education Week article.
  • Learn about the Mastery Transcript Consortium, which is 54 independent schools that have banned together to rethink the high school transcript and change the college admissions process.

(more…)

Debunking a Myth – Competency-Based Transcripts Don’t Disadvantage High School Graduates in the Admissions Process

August 23, 2017 by

A transition to a competency-based education system brings with it many small and large changes. In order to serve their students better, districts, schools, and teachers change instructional practices, strategies, feedback, and, frequently, reporting. These changes are made in order to more accurately capture what a student knows and is able to do – how they are performing in relation to rigorous, common, shared expectations. While all of these changes should be made in consultation and collaboration with school communities, in response to the vision that they have for graduates, some of these changes are more visible to them than others. Transcripts represent one of the most visible – and public – of these changes.

The ultimate goal of our system is to graduate students who are college and career ready and prepared for the futures of their choosing. Admission to a college and university is a huge part of that future for many of our graduates, and it is only natural that students and parents will immediately think about the implications that the shift to competency-based education has on college admissions. These concerns can be particularly acute for parents who were served well by more traditional educational systems and those whose students have historically thrived in such conventional academic settings.

The Great Schools Partnership and the New England Secondary School Consortium (NESSC) have worked to address these concerns in a variety of ways. The engagement began by working, over the course of a year, with deans and directors of admission, high school guidance counselors, and principals to create a sample competency-based transcript that would serve as a model for secondary schools to use, change, and adapt to their local context with the assurance that it met the needs of a variety of admissions officials. At the conclusion of this process, the group of deans and directors of admissions requested to continue working together to create a sample school profile, knowing just how critical a clear, complete, brief, easily understandable school profile is in the admissions process. The school profile conveys important descriptive information about the school, its academic program, and its community, and they are customarily included in student applications to colleges and postsecondary programs. The school profile is especially important for admissions staff with fewer resources and limited internal capacity.

Following that process, the NESSC transitioned to gathering a repository of letters from public and private colleges and universities that unequivocally state that students from competency-based systems are not disadvantaged in the admissions process. To date, the NESSC has collected statements from seventy private and public institutions of higher education across New England (including Harvard, Dartmouth, MIT, Tufts, and Bowdoin). These efforts are ongoing and additional statements will be added and are available for download on the NESSC website.

Additional resources about engaging with your community around these questions (and an interview with Nancy David Griffin, Vice President for Enrollment Management and Student Affairs at the University of Southern Maine) can be found here.

Questions about competency-based learning and college admissions are not context specific. They are at least a consideration in every district implementing competency-based learning. In every community, there are students, parents, teachers, and community members who would like to better understand the ways in which this transition impacts the college admissions process. These questions recognize that there are serious flaws with traditional educational systems: the assumption that traditional grades are equivalent school to school and classroom-to-classroom is false. The assumption that earning a high school diploma means that a student is prepared for college coursework and experiences is false, proven wrong by the high rates of remedial course taking across the country. (more…)

What’s New in K-12 Competency Education?

August 22, 2017 by

What's new! star graphicThis VUE article, written by Scott F. Marion, Jonathan Vander Els, and Paul Leather, looks at how New Hampshire’s new performance assessment system focuses on reciprocal accountability and shared leadership among teachers and leaders at the school, district and state levels.

Grading and Transcripts

  • This article poses the question, what if your high school transcript didn’t include grades?
  • School District 51 is phasing out valedictorian and salutatorian recognitions for high school graduates, starting with this year’s ninth-grade students. The students who graduate in 2021 will receive recognitions similar to the Latin honor system used in colleges and universities — cum laude, magna cum laude and summa cum laude. School districts across the country are considering the change or have already gotten rid of valedictorian and salutatorian recognitions to focus less on grading and more on broader definitions of student success.

A Spotlight on Pittsfield Middle High School

Updates in New England

News

  • 100+ educators and administrators from 25 schools participated in Thomas College’s conference to innovate for the future of Maine’s education—an example of higher education responding to the changing needs of the K-12 system.
  • According to The Heartland Institute in Illinois, competency-based education is gaining ground nationwide.
  • Districts are recognizing the importance of teachers having time to learn, plan and collaborate.
  • This article shares promising findings from the recent RAND report analyzing Next Generation Learning Challenges schools’ implementation of next gen learning models.

(more…)

Much Ado About Mastery-Based Transcripts: What Schools Need to Know and What They Can Do

August 15, 2017 by

From University of Wisconsin Flexible Options

As more and more schools across the United States make the transition to proficiency-, competency-, or mastery-based systems* of instruction, assessment, grading, and academic reporting, one question often comes to dominate conversations in community after community: How will mastery-based grades and transcripts impact students when they apply to college? In fact, this question can become so emotionally urgent for some students and families that it can render all other issues—including all the many advantages and benefits of mastery-based learning—effectively invisible.

Over the past decade, the Great Schools Partnership and the New England Secondary School Consortium have worked with hundreds of districts, schools, colleges, and universities across New England and the country on a wide range of issues related to mastery-based education, grades, and transcripts. After thousands of hours of conversations, meetings, interviews, presentations, workshops, and working groups, we’re confident we’ve learned a thing or two about the topic.

Here’s what you need to know about navigating the transition to mastery-based transcripts in your community.

The Facts

In the many conversations and meetings we’ve we had with colleges and universities, admissions officers have repeatedly told us—unequivocally—that mastery-based grades and transcripts will pose no problems whatsoever for applicants to their institutions. In fact, many of these institutions—including some of the most highly selective institutions in the world, such as Harvard and MIT—have provided public statements expressing this position. And the New England Board of Higher Education even published a position paper on mastery-based transcripts and college admissions that affirms what admission officers have been telling us for years: there is no cause for concern as long as sending schools provide some basic information and context explaining their systems.

Here’s what we’ve learned:

  • Concerns about mastery-based transcripts are largely unfounded. And more often than not, they are based on assumptions that are easily dispelled. In general, admissions offices will happily discuss any concerns that school leaders, guidance counselors, and prospective applicants and their families may have. If you have questions, pick up the phone. Or read this interview with Nancy Davis Griffin, Vice President for Enrollment Management and Student Affairs at the University of Southern Maine—she will tell you a lot of what you need to know.
  • College and university admissions offices receive—and always have—a huge variety of transcripts, school profiles, and other academic records, including transcripts from international institutions, foreign-language schools, home-schooled students, and countless non-traditional educational institutions and programs. In fact, it’s probably more accurate to say that there is actually no such thing as a “traditional” transcript, given that admissions offices have been receiving a huge variety of transcripts, and from every corner of the globe, for generations.
  • Colleges and universities simply do not discriminate against applicants based on the grading system or transcripts of their sending school, as long as the school’s documentation clearly presents and describes its policies, programs, and practices. If a postsecondary institution happens to have a specific admissions requirement that is not directly addressed in a school’s standard transcript or school profile, they typically contact the school to request the necessary information. If any information gaps emerge over time, schools can then modify their transcripts and profiles to include the required information.
  • As long as the school profile is comprehensive and understandable, and it clearly explains important information such as the content and rigor of the academic program, the technicalities of the assessment and grading systems, and the characteristics of the graduating class, then admissions office will have no problem understanding the transcript and properly evaluating the strength of a student’s academic record and accomplishments—after all, this is what they do, quite literally, thousands of times of every year.
  • Secondary schools use so many different systems for educating, categorizing, assessing, grading, ranking, and tracking students—and always have—that these many diverse systems can only be fully understood when a school clearly articulates how its policies work and submits a comprehensive school profile. A course title, grade, GPA, or class rank, for example, doesn’t mean much unless the admissions office also has the “key” (e.g., the school profile) it needs to understand how the system works and how the applicant performed in that system.
  • The rigor and quality of the school’s academic program, and understanding how an applicant performed in that system, matters much more than class rank or artificial “rank-enhancers” such as weighted grades (in fact, many admissions offices will “unweight” weighted grades). An admissions office wants to know that applicants have been intellectually challenged, that the school’s courses and learning experiences are rigorous, that the applicant performed well in those courses, and that the applicant is prepared to thrive academically in their program. The irony: If well designed, a mastery-based transcript will actually satisfy all of these admissions needs far better than so-called “traditional” transcripts.

What Schools Can Do

(more…)

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…)

Goodbye ABCs: How One State is Moving Beyond Grade Levels and Graded Assessments

June 6, 2017 by

This post originally appeared at EdSurge on May 16, 2017.

The term “grades” has become almost taboo among some educators in New Hampshire, where seven elementary schools are slowly ditching the word altogether through a program known as NG2. The program—short for “no grades, no grades”—is hallmarked by the schools shifting to a more competency-based assessment structure and removal of grade levels.

Mary Earick, project director for NG2, says the purpose of the program is to create more flexible learning pathways for students through “competency-based multiage schooling,” which allows students to move on to new objectives only after mastering others.

“[NG2] tackles long-standing educational barriers to personalized learning . . . that of ‘Grades,’” Earick writes in an upcoming report on the project. Those barriers include “(1) student assessments that don’t accurately reflect students’ true understandings and skills and (2) methods for grouping students (by age) that often poorly align to their true needs as learners.”

The program follows six key tenets: project-based learning, learner agency, whole person development, blended learning and competency-based assessment. New Hampshire schools participating in NG2 represent urban, suburban and rural parts of the state. While the elementary schools are alike in piloting a “no grades, no grades” structure, each was given flexibility for how it would implement the program specifically.

“We don’t talk about that [grades] anymore,” says Amy Allen, principal at Parker Varney Elementary, a NG2 school. For Allen, moving away from just using the word “grades” has been an important piece of keeping students motivated in the program. So if a first-grade student is attending a kindergarten intervention group, he is not told he is going to a kindergarten class. Instead, he might be going to see “team cooperation.”

Allen says that about 80 percent of the school is participating in the pilot. There are two separate K-2 groupings, one second/third grade group, and a fourth/fifth group. (The other 20 percent of the school, including a standalone kindergarten and third-grade class, are sticking to the status quo.) (more…)

Looking to Ditch Traditional Grades? Here’s How to Get Stakeholders On Board

June 2, 2017 by

This post originally appeared at EdSurge on May 17, 2017.

You know that old interview question: What would change in education if you had a magic wand? For Scott Looney, there’d be no hesitating: He would have every school switch from traditional grading to competency-based evaluations. “They’re more authentic, more meaningful, and more logical,” he explains. “They just make sense.”

Looney is the mastermind behind the Mastery Transcript Consortium (MTC), an organization made up of over 100 private schools. Rather than a traditional GPA, the group imagines a credit-based transcript , with links to artifacts that demonstrate students’ mastery across different competencies. The basic premise is that by providing a more complex and accurate picture of students, academic needs can be better met, colleges can make more informed admissions decisions, and intrinsic motivation will follow.

The MTC is not alone in its mission. An increasing number of schools—including charter and traditional public schools—are making a similar move to ditch traditional grades in favor of a more robust approach to assessing students’ skills. Whether they call it competency-, mastery-, or standards-based grading, the movement aims to improve students outcomes sans As, Bs, and Cs.

But making the switch may be easier said than done. Competency and mastery-based evaluations often require more work from teachers, more self-motivation from students, and less certainty when it comes to the college application process. So how to reap the benefits of competency-based education and make sure parents, teachers and other stakeholders are on board? We check in with the schools in the process of figuring that out.

Spoiler: it may boil down to good communication. (more…)

What’s New in K-12 Competency Education?

by

What's new! star graphicSchool Designs

Grade Levels

  • New Hampshire is moving beyond grade levels and graded assessments through a new program called NG2 (no grades, no grades), with seven participating elementary schools.
  • Incoming freshmen at Windsor Locks (CT) will be the first class to graduate under a proficiency-based approach, which forgoes letter grades and asks students to demonstrate mastery of skills.

High School Transcripts

News

Updates in New Hampshire

  • A researcher found that students in PACE districts outperformed their peers in non-participating districts across the board, starting in the second year of the program’s implementation. But the her most notable finding? Special education students in PACE districts did basically as well as students who weren’t on special education plans.
  • Tom Raffio, former State Board of Education chairman, reflects on important changes in New Hampshire’s education system over the last ten years.
  • New Hampshire’s Parker-Varney school released an excellent case study, Putting Kids at the Center: Building Parker-Varney’s Future of Learning, which shares their vision and journey toward competency education.

(more…)

WordPress SEO fine-tune by Meta SEO Pack from Poradnik Webmastera