Research to Support the Assessment Policy 2012 - 2013 Formative & Summative Assessments Deddeh, Heather, Erin Main,

and Sharon R. Fulkerson. "Eight Steps to Meaningful Grading." Kappan 91.7 (2010): 53-58. Print. Summary: Standards based grading communicates content mastery. Grades are based solely on summative assessments designed to measure content mastery. Formative assessments are 0% of grade (practice without penalty). Three core beliefs of authors: A grade should communicate mastery of learning standards Homework is essential for learning but should not be included in grade Learning may take more than one attempt

A few additional details on retakes/retesting: After 1st attempt at learning material, the authors classes review work together, if a student still lacks understanding, an alternative assignment is given on same concept (that grade replaces original). If student is still struggling after alternative assignment, then a one-to-one conference is set-up. In order to retest, a student must show mastery on all formative assessments and complete a retest practice assignment to show readiness Process of retests has natural end at end of marking period

Deddeh, Heather, Erin Main, and Sharon R. Fulkerson. "Eight Steps to Meaningful Grading." Kappan 91.7 (2010): 53-58. Print. Summary: Standards based grading communicates content mastery. Grades are based solely on summative assessments designed to measure content mastery. Formative assessments are 0% of grade (practice without penalty).

Fitzpatrick, Laura. "Virginia Parents Fight for Easier Grading Standards." Time 28 Jan. 2009: Web. 27 Mar. 2012. Summary: As colleges make it known that GPAs are increasingly important, districts across the country have relaxed grading standards. Many districts weight GPAs for Advanced Placement or IB courses. A grading policy adopted by district highlighted in article (Fairfax, Virginia) is to use a 10 point grading scale across tougher courses to have a more common scoring practice.

Marzano, Robert J. Classroom Assessment & Grading that Work. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print. Summary: Assessment feedback should provide students with clear progress on learning goals as well as ideas for improvement. Class assessments should be formative (activities undertaken by students and teacher which provide information to be used as feedback to modify teaching and learning activities). Formative assessments should be frequent. Standards documents can be reconstituted to articulate a small number of measurement topics (similar to unwrapping standards) that address a single dimension or closely related dimensions in terms of student understanding.

OConnor, Ken. How to Grade for Learning, K-12. 3rd ed. Thousand Oaks, CA.: Corwin, 2009. Print.

Summary:
Standards Based Grading System System is based on learning goals and performance standards. One grade is given for each learning goal. Standards are criterion referenced and proficiency based (using a limited number of levels to assess performance on a scale). Criteria and targets are known to all. Measure only achievement. No penalties or bonuses are given. Includes individual evidence only. Use only summative assessments for grading purposes. Emphasize the most recent evidence of learning when grading. Use median, mode and professional judgment to determine grades. Use only quality assessment and carefully record data. Discuss all aspects of grading with students.

OConnor, Ken. "Reforming Grading Practices in Secondary Schools." Principals Research Review 4.1 (2009): 1-7. Print. Summary: Achievement should be the basis of grades, and should be determined only on summative assessments. This ensures consistency within the school and the removal of any discrepancies associated with attitudes towards students or any other external factors. Additionally, the summative assessments should be scored using a standards based system that percentage grades are incompatible with. Grading should only evaluate what students know, teachers and students should view assessments as what should I be thinking about when we do this, rather than how many points. Bringing Kleenex in for points does not reflect what students know.

O'Connor, Ken. A Repair Kit for Grading: 15 Fixes for Broken Grades. Boston: Pearson, 2011. 26-30. Print.

Summary: The main idea of Fix #2 is, Dont reduce marks on work submitted late; provide support for the learner. Although we want students to exhibit traits such as responsibility, it is important that we do not punish them for lacking these traits through their academic grade. Not that lateness should be condoned, but should be addressed in a pyramid of interventions in an attempt to help and teach them along the way. The author suggests that the most appropriate fix for late work is to not use penalties at all, so that the students achievement is separated from their behavior.
Reeves, Douglas. Elements of Grading: A Guide to Effective Practice. Bloomington, IN: Solution Tree Press, 2011. Print.

Summary: Grades must be accurate, fair, specific and timely. Fair & Accurate: Grades must clearly measure
and reflect student learning and performance. Specific: Grades are used for feedback and evaluation. Students and parents must not only understand what the grade measures, but also know what steps are needed to improve performance. Timely: Students should receive frequent and timely feedback in class and in the grade book so they may improve their performance. Stiggins, Rick. Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Bloomington, IN: Solution Tree, 2007. Summary: Assessment results must be focused on the impact the score has on the learner. Decisions students make as users of the assessment date exerts a profound influence on their success as learners. Assessment must be accurate and the assessment process and the results must be used productively to keep students believing in themselves as capable learners who make sound decisions that will lead to greater student achievement. A clear purpose, target must accurately reflect what the student has learned. Results must be communicated effectively to the intended user. Wormeli, Rick. Redos and Retakes Done Right. Educational Leadership November (2011): 22 26. Print. Summary: Base idea - no retakes or only partial credit on retakes - takes away the hope that we will recognize the students work and effort and only see their immature shell. Too much curriculum makes teachers have to force it on a timeline. Not effective in the long run for students. Idea that it prepares students for the Real world (deadlines) isnt often true. (drivers test, LSAT, etc) Making students redo their learning until mastery is more work for students and teachers - but leads to more actual learning. Often it even forces students to learn to do it right and on time the first time as it is often less work for the student in the long run.

 There are 14 practical tips to review in this article for ways to manage re-dos in the classroom.

Late Work OConnor, Ken. A Repair Kit for Grading: 15 Fixes for Broken Grades. 2nd ed. Boston: Pearson, 2011. Print. Summary: Dont include zeros in grade determination when evidence is missing or as punishment. Use alternatives to zeros such as reassessing to determine real achievement or I for Incomplete or Insufficient Evidence. Zeros give a numerical value to something that has never been assessed and therefore has no basis in reality (compromises the accuracy of the grade). Zeros can have counterproductive effects on student motivation (as soon as students have more than one zero they have little chance of recovery, increasing the likelihood that they will give up). Zeros involve inappropriate mathematics (they represent extreme scores and their effect on the grade is always exaggerated). Reeves, Donald. The Case Against the Zero. Phi Delta Kappa, 86.4 (2004): 324-325. Print. Summary: Students should not be given a zero on any assignments because a 0- 50 gap is too much of a margin for students to be motivated to make it up. Whereas, if using s 4, 3, 2, 1 scale the N would be 1 and would have to jump equal increments to improve your grade. Unlike the 100 point scale. Core Ideas/beliefs: Grading should only evaluate what students know. Students & teachers need to change their views, How many points is this worth" to "What should I be thinking about when we do this?" No points for Kleenex, or other items bought to give an edge to students who can AFFORD it. We should switch to a 4, 3, 2, 1, 0 not 100 0. Because when teachers give a 0 that is too big of a gap to overcome which does not motivate students. Winger, Tony. Grading to Communicate. Educational Leadership 63.3 (2005): 61-65. Print. Summary: Grades must be deliberately connected to learning. There is currently a crucial disconnect between learning and grades. Grades must assess and report the learning that is most essential. Nonacademic factors are not to play a role in student grading and assessment. The author cites Robert Marzanos research in this area. Instead of extra credit additional opportunities for further learning related to the standards should be provided. Retakes OConnor, Ken. A Repair Kit for Grading: 15 Fixes for Broken Grades. 2nd ed. Boston: Pearson, 2011. Print.

Summary: Dont include zeros in grade determination when evidence is missing or as punishment. Use alternatives to zeros such as reassessing to determine real achievement or I for Incomplete or Insufficient Evidence. Zeros give a numerical value to something that has never been assessed and therefore has no basis in reality (compromises the accuracy of the grade). Zeros can have counterproductive effects on student motivation (as soon as students have more than one zero they have little chance of recovery, increasing the likelihood that they will give up). Zeros involve inappropriate mathematics (they represent extreme scores and their effect on the grade is always exaggerated). Plagiarism/Cheating

O'Connor, Ken. A Repair Kit for Grading: 15 Fixes for Broken Grades. Boston: Pearson, 2011. 36-42. Print.
Summary: The main idea of fix #4 is, Dont punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement. By removing academic dishonesty from a students grade, the emphasis moves away from punishment to prevention and learning. In order for student grades to be an accurate record of their achievement, in the area of plagiarism/cheating, students should receive a consequence that is not tied to their grade and must be required to redo the work in order to demonstrate what they know.