No Points, No Problem: Determining Student Grades From Assessment Evidence
Anthony Reibel - Director of Assessment, Research & Evaluation
Every wonder how you might grade a student without using points such as in the traditional grading system? Here are the essential habits of mind that will help ensure an accurate evidence-based grade determination process.
1. It’s like filing your taxes: Filing your taxes is the act of compiling financial evidence for professional interpretation....and you need all of it! Think about it this way if you did not turn in one page of your tax documents or forgot to fill in few line items you run the risk of the IRS fining you…right? Evidence-based grading works the same way. If the teacher doesn’t get ALL the evidence he or she deems essential then the teacher cannot make an accurate determination of a student’s overall proficiency. Thus the student runs the risk of failing the course.
2. A pattern of ‘missing work’ can override the collected evidence: Make sure the students know that missing work in the grade book may result in a failing grade regardless of the proficiency scores they have earned. Yes…even though a student may have an A/B trajectory on the small amount of work he or she happened to complete that may not override the fact that there is missing work in the grade book. If this is the case please talk with that student early and often to explain to them the consequences.
3. Don’t grade by hand!: Software such as Tableau or Excel can be used to estimate a student’s proficiency based on the most common proficiency scores in the grade book. Using such software in combination with grade book is the most efficient way to review and determine grades. Using technology can help assist evidence compiling and evidence tracking which creates more time for the teacher to have conversations with the student.
4. The teacher is the grade giver: Remember you are the grade giver, not a formula! All the grade book does is help process quickly through the mounds of proficiency scores and suggest to you, and the student, the central tendency of the student’s work. Whether it is a 2-4, 3-1, 4-3 or any other score combination …if it is not a score the student deserves then don’t give it to them. Merely invite a conversation with the student and discuss why they did not earn that grade and discuss what is the grade they truly have earned. Always use common assessment evidence to highlight the reasons why the student did not earn the proficiency score or grade that was suggested.
5. Talk to the students: Invite conversations with students early and often about their projected grade. This can alleviate any tension or confusion that may exist. Remember evidence based grading is about the co-construction of learning, which means giving a grade must involve both you and the student!
6. Focus on patterns: It is important to remember that evidence-based grade determination is based on patterns of proficiency. The following is our proficiency pattern guide that helps determine the overall grade for a student:
7. Rely on your team: If a discussion about a grade has turned a bit contentious, rely on the assessments, and targets, that you collaboratively developed with your team. If your assessments are quality assessments then the evidence produced by them should show you, and the student, the way through a tough conversation. Remember when in doubt you can always ask a team member what they think about a student’s performance!
8. Make sure your grade book is in order: Make sure your grade book is organized properly. Aside from reporting out on the three Ps (Progress, Product, Process)please ensure that all formative assessments are reported separately from summative judgments, events (assignments) are clearly aligned to learning targets (categories), and that all the proficiency scores are entered and accurate.
9. Don’t hesitate to give an Incomplete: In the case of extreme disagreement concerning a final semester grade do not hesitate to use the code “I” for incomplete and offer a plan to demonstrate proficiency. Here is how it works:
If a student, or parent, feels a semester grade is not accurate consider doing the following:
1. First change the grade to an INCOMPLETE
2. Identify the targets that are leading to the current grade
3. Then develop a plan with the student, which should consist of more evidence gathering events.
4. Through this plan the student can then prove out that they are in fact deserving of what they say they are.
5. When complete the teacher should review the evidence with the student and determine the appropriate final mark.
The evidence produced should show a proficiency level that can be used to determine a final grade. There are cases where the student has missed so much work for non-valid reasons. In these cases consideration must be made to repeat the course due to a failure to engage in the curricular experience that is required. This is discussion to be had with all stakeholders before a decision is made.
10. Always consider growth: Aptitude should not be the only factor in determining student performance. We must also consider how a student grows. Rarely does a student come into a course proficient in every target. Instead they GROW into their proficiency. Therefore the final grade is just as much about how they finish the race as how they ran it.
For example if a student’s proficiency scores for particular standard looked like this:
121111344444
and another student’s scores looked like this:
444443111211
In each case the preponderance of evidence is the same. A teacher would consider a overall standard score of a 3 for each student, resulting in an A grade. But here is the key question though, did both these students demonstrate proficiency? One student is clearly growing past a 3 and the other is retreating from a 3. What grade would you give these students?
While most recent scores should not override the body of work, however if a clear pattern of growth is evident a teacher should strongly consider the most recent scores. Growth should be viewed from a 1000ft view, then 500ft view, then a 100ft view to accurately determine growth context.This means that a teacher is better served by looking at for example the last 10 scores, then the last 5 scores, and then the last score to determine an accurate growth profile.
This approach helps qualify how a student is growing in relation to their body of work. Regardless, the point here is growth is an important context to consider when reviewing student performance. Hope you find this information helpful as you determine your grade for students.
1. It’s like filing your taxes: Filing your taxes is the act of compiling financial evidence for professional interpretation....and you need all of it! Think about it this way if you did not turn in one page of your tax documents or forgot to fill in few line items you run the risk of the IRS fining you…right? Evidence-based grading works the same way. If the teacher doesn’t get ALL the evidence he or she deems essential then the teacher cannot make an accurate determination of a student’s overall proficiency. Thus the student runs the risk of failing the course.
2. A pattern of ‘missing work’ can override the collected evidence: Make sure the students know that missing work in the grade book may result in a failing grade regardless of the proficiency scores they have earned. Yes…even though a student may have an A/B trajectory on the small amount of work he or she happened to complete that may not override the fact that there is missing work in the grade book. If this is the case please talk with that student early and often to explain to them the consequences.
3. Don’t grade by hand!: Software such as Tableau or Excel can be used to estimate a student’s proficiency based on the most common proficiency scores in the grade book. Using such software in combination with grade book is the most efficient way to review and determine grades. Using technology can help assist evidence compiling and evidence tracking which creates more time for the teacher to have conversations with the student.
4. The teacher is the grade giver: Remember you are the grade giver, not a formula! All the grade book does is help process quickly through the mounds of proficiency scores and suggest to you, and the student, the central tendency of the student’s work. Whether it is a 2-4, 3-1, 4-3 or any other score combination …if it is not a score the student deserves then don’t give it to them. Merely invite a conversation with the student and discuss why they did not earn that grade and discuss what is the grade they truly have earned. Always use common assessment evidence to highlight the reasons why the student did not earn the proficiency score or grade that was suggested.
5. Talk to the students: Invite conversations with students early and often about their projected grade. This can alleviate any tension or confusion that may exist. Remember evidence based grading is about the co-construction of learning, which means giving a grade must involve both you and the student!
6. Focus on patterns: It is important to remember that evidence-based grade determination is based on patterns of proficiency. The following is our proficiency pattern guide that helps determine the overall grade for a student:
- A: A score of “3” or “4” in each of the standards
- B: A score of “2” in any one Standard (with grades of “3” or “4” in the remaining Standards)
- C: A score of “2” in more than one Standard (no score of “1”)
- D: At least one score of “1”; at least one score of 2 or above
- F: A score of “1” in each of the three academic standards
7. Rely on your team: If a discussion about a grade has turned a bit contentious, rely on the assessments, and targets, that you collaboratively developed with your team. If your assessments are quality assessments then the evidence produced by them should show you, and the student, the way through a tough conversation. Remember when in doubt you can always ask a team member what they think about a student’s performance!
8. Make sure your grade book is in order: Make sure your grade book is organized properly. Aside from reporting out on the three Ps (Progress, Product, Process)please ensure that all formative assessments are reported separately from summative judgments, events (assignments) are clearly aligned to learning targets (categories), and that all the proficiency scores are entered and accurate.
9. Don’t hesitate to give an Incomplete: In the case of extreme disagreement concerning a final semester grade do not hesitate to use the code “I” for incomplete and offer a plan to demonstrate proficiency. Here is how it works:
If a student, or parent, feels a semester grade is not accurate consider doing the following:
1. First change the grade to an INCOMPLETE
2. Identify the targets that are leading to the current grade
3. Then develop a plan with the student, which should consist of more evidence gathering events.
4. Through this plan the student can then prove out that they are in fact deserving of what they say they are.
5. When complete the teacher should review the evidence with the student and determine the appropriate final mark.
The evidence produced should show a proficiency level that can be used to determine a final grade. There are cases where the student has missed so much work for non-valid reasons. In these cases consideration must be made to repeat the course due to a failure to engage in the curricular experience that is required. This is discussion to be had with all stakeholders before a decision is made.
10. Always consider growth: Aptitude should not be the only factor in determining student performance. We must also consider how a student grows. Rarely does a student come into a course proficient in every target. Instead they GROW into their proficiency. Therefore the final grade is just as much about how they finish the race as how they ran it.
For example if a student’s proficiency scores for particular standard looked like this:
121111344444
and another student’s scores looked like this:
444443111211
In each case the preponderance of evidence is the same. A teacher would consider a overall standard score of a 3 for each student, resulting in an A grade. But here is the key question though, did both these students demonstrate proficiency? One student is clearly growing past a 3 and the other is retreating from a 3. What grade would you give these students?
While most recent scores should not override the body of work, however if a clear pattern of growth is evident a teacher should strongly consider the most recent scores. Growth should be viewed from a 1000ft view, then 500ft view, then a 100ft view to accurately determine growth context.This means that a teacher is better served by looking at for example the last 10 scores, then the last 5 scores, and then the last score to determine an accurate growth profile.
This approach helps qualify how a student is growing in relation to their body of work. Regardless, the point here is growth is an important context to consider when reviewing student performance. Hope you find this information helpful as you determine your grade for students.