Redefining Accountability
Redefining Accountability
Tom Schimmer
www.AllThingsAssessment.info
www.TomSchimmer.com
[email protected]
@TomSchimmer
Redefining Accountability Four PLCQuestions (DuFour, DuFour, Eaker, & Many, 2010)
• What is it we expect students to know and be able to do? • How will we know when they have learned and can do it? • How will we respond when they don’t learn it? • How will we respond when they already know it?
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
Continuum of Student Support
“Fair is NOT Equal”
FEW
SOME
Individual Support : Individualized programs for students for whom “more of the same” is NOT the solution. M ore I ntensive Support: Smaller group who require more intensive practice, feedback, encouragement, & instruction
Proactive Prevention: School-Wide or Class-Wide Routines & Supports for ALL students
______________________________________________________ ______________________________________________________ ______________________________________________________
MOST
______________________________________________________ The intensity of any intervention must match the intensity of the presenting challenge. Grading
TrueNorth
______________________________________________________ ______________________________________________________ ______________________________________________________
@TomSchimmer
______________________________________________________
© Schimmer 2017. SolutionTree.com Do not duplicate.
1
“Validity is in question when grades mean different things in different schools or subjects, in different teachers’ classes, and for different types of students.” —Susan Brookhart (2013) It’s not mistakes that cause winners to lose, it’s panic. Panic is a sudden, anxious feeling of loss of control, and panicking can make a small fumble worse, by causing people to lose their heads and forget to think clearly. Panic is the enemy of good decision making under pressure.” —Rosabeth Moss Kanter,
Confidence: How Winning Streaks and Losing Streaks Begin and End (2006), p. 68
Accountability QUESTION: What does it mean to hold students “academically accountable”?
The Perils of Punitive Grading _______________________________________________________________
Zero is Inaccurate!
Assigning a “0” for work not yet_______________________________________________________________ handed in is ARBITRARY and mathematically INVALID. Zeros reflect what a_______________________________________________________________ student hasn’t done, not what a student knows.
_______________________________________________________________
@TomSchimmer
Strongly Disagree 1
Strongly Agree 2
3
4
5
6
7
8
9
10
On a scale of 1–10, I am a ________ when it comes to eliminating punitive responses from my grading practices. To move to a ______ (+3) I would need or would need to know …”
_________
2
© Schimmer 2017. SolutionTree.com Do not duplicate.
A New Kind of Accountability
Which one of the four quadrants is an area of strength for you and/or your school? Which one of the four quadrants is an area in need of more attention for you and/or your school?
References Brookhart, S. (2013). Classroom assessment in context of motivation theory and research. In J. McMillan (Ed.), Sage handbook of research on classroom assessment. Thousand Oaks, CA: SAGE Publications. Kanter, R. M. (2004). Confidence: How winning streaks and losing streaks begin and end. New York: Crown Business. Schimmer, T. (2016). Grading from the inside out: Bringing accuracy to student assessment with a standards-based mindset. Bloomington, IN: Solution Tree Press.
© Schimmer 2017. SolutionTree.com Do not duplicate.
3
Tom Schimmer
www.AllThingsAssessment.info
www.TomSchimmer.com
[email protected]
@TomSchimmer
Redefining Accountability Four PLCQuestions (DuFour, DuFour, Eaker, & Many, 2010)
• What is it we expect students to know and be able to do? • How will we know when they have learned and can do it? • How will we respond when they don’t learn it? • How will we respond when they already know it?
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
Continuum of Student Support
“Fair is NOT Equal”
FEW
SOME
Individual Support : Individualized programs for students for whom “more of the same” is NOT the solution. M ore I ntensive Support: Smaller group who require more intensive practice, feedback, encouragement, & instruction
Proactive Prevention: School-Wide or Class-Wide Routines & Supports for ALL students
______________________________________________________ ______________________________________________________ ______________________________________________________
MOST
______________________________________________________ The intensity of any intervention must match the intensity of the presenting challenge. Grading
TrueNorth
______________________________________________________ ______________________________________________________ ______________________________________________________
@TomSchimmer
______________________________________________________
© Schimmer 2017. SolutionTree.com Do not duplicate.
1
“Validity is in question when grades mean different things in different schools or subjects, in different teachers’ classes, and for different types of students.” —Susan Brookhart (2013) It’s not mistakes that cause winners to lose, it’s panic. Panic is a sudden, anxious feeling of loss of control, and panicking can make a small fumble worse, by causing people to lose their heads and forget to think clearly. Panic is the enemy of good decision making under pressure.” —Rosabeth Moss Kanter,
Confidence: How Winning Streaks and Losing Streaks Begin and End (2006), p. 68
Accountability QUESTION: What does it mean to hold students “academically accountable”?
The Perils of Punitive Grading _______________________________________________________________
Zero is Inaccurate!
Assigning a “0” for work not yet_______________________________________________________________ handed in is ARBITRARY and mathematically INVALID. Zeros reflect what a_______________________________________________________________ student hasn’t done, not what a student knows.
_______________________________________________________________
@TomSchimmer
Strongly Disagree 1
Strongly Agree 2
3
4
5
6
7
8
9
10
On a scale of 1–10, I am a ________ when it comes to eliminating punitive responses from my grading practices. To move to a ______ (+3) I would need or would need to know …”
_________
2
© Schimmer 2017. SolutionTree.com Do not duplicate.
A New Kind of Accountability
Which one of the four quadrants is an area of strength for you and/or your school? Which one of the four quadrants is an area in need of more attention for you and/or your school?
References Brookhart, S. (2013). Classroom assessment in context of motivation theory and research. In J. McMillan (Ed.), Sage handbook of research on classroom assessment. Thousand Oaks, CA: SAGE Publications. Kanter, R. M. (2004). Confidence: How winning streaks and losing streaks begin and end. New York: Crown Business. Schimmer, T. (2016). Grading from the inside out: Bringing accuracy to student assessment with a standards-based mindset. Bloomington, IN: Solution Tree Press.
© Schimmer 2017. SolutionTree.com Do not duplicate.
3
