Grading for Impact
Raising Student Achievement Through a Target-Based Assessment and Learning System
1st Edition
Published on 28. June 2018
Book
Paperback/Softback
168 pages
978-1-5063-9942-3 (ISBN)
Description
Aim for a target-based grading system and create stronger learning opportunities!
Do you wish there was more clarity when it comes to measuring student progress and learning? What if there was a way to utilize grading and assessment to focus on learning rather than performance, and the process rather than the product?
As grading, assessment, and reporting continue to be relevant topics of discussion, this book helps you create a functional plan to elevate and advance standards-based grading practices. Teachers and administrators will learn how to assess, grade, and report against specific learning targets rather than standards as a whole to make skill acquisition the highest priority. Grounded in application to provide focus and clarity, this book features:
Real case studies of schools that have incorporated target-based assessment, feedback, grading, and reporting
Practical examples to guide implementation
Questions, checklists, illustrations, and audits of practice to showcase the work in action
An accessible format and layout that support both immediate implementation and long-term goals
Despite being a topic that generates emotion and resistance to change, target-based assessment builds the foundation for a learner-centered system that provides clear expectations and feedback for teachers, students, and parents.
"Grading for Impact is a simple and straightforward guide to re-thinking grading based on mastery of specific skills and concepts rather than broadly-written standards. Real-world examples of teachers struggling with--and answering--the old questions are included: "How do we grade fairly and accurately?" and "How do we use grades as an instructional strategy?""
Joseph Staub, High School Teacher
Downtown Magnets High School, CA
"Most stakeholders agree that report cards aren't enough to show what our students are learning in school, but changing the traditional grading system is a task that requires careful planning and challenging discussions. Grading for Impact shows educators how to start and plan the discussions that will result in genuine learning experiences for students."
Ernie Rambo, Virtual Learning Community Coordinator
Nevada National Board Professional Learning Institute
Do you wish there was more clarity when it comes to measuring student progress and learning? What if there was a way to utilize grading and assessment to focus on learning rather than performance, and the process rather than the product?
As grading, assessment, and reporting continue to be relevant topics of discussion, this book helps you create a functional plan to elevate and advance standards-based grading practices. Teachers and administrators will learn how to assess, grade, and report against specific learning targets rather than standards as a whole to make skill acquisition the highest priority. Grounded in application to provide focus and clarity, this book features:
Real case studies of schools that have incorporated target-based assessment, feedback, grading, and reporting
Practical examples to guide implementation
Questions, checklists, illustrations, and audits of practice to showcase the work in action
An accessible format and layout that support both immediate implementation and long-term goals
Despite being a topic that generates emotion and resistance to change, target-based assessment builds the foundation for a learner-centered system that provides clear expectations and feedback for teachers, students, and parents.
"Grading for Impact is a simple and straightforward guide to re-thinking grading based on mastery of specific skills and concepts rather than broadly-written standards. Real-world examples of teachers struggling with--and answering--the old questions are included: "How do we grade fairly and accurately?" and "How do we use grades as an instructional strategy?""
Joseph Staub, High School Teacher
Downtown Magnets High School, CA
"Most stakeholders agree that report cards aren't enough to show what our students are learning in school, but changing the traditional grading system is a task that requires careful planning and challenging discussions. Grading for Impact shows educators how to start and plan the discussions that will result in genuine learning experiences for students."
Ernie Rambo, Virtual Learning Community Coordinator
Nevada National Board Professional Learning Institute
Reviews / Votes
"Student learning and classroom environments are changing, so why not standards-based grading? This book encourages change to target-based grading and asks the 'why not?'" -- Tara McGuigan, Vice Principal "Grading for Impact is a simple and straightforward guide to re-thinking grading based on mastery of specific skills and concepts rather than broadly-written standards. Real-world examples of teachers struggling with--and answering--the old questions are included: "How do we grade fairly and accurately?" and "How do we use grades as an instructional strategy?"" -- Joseph Staub "Many stakeholders agree that report cards aren't enough to show what our students are learning in school, but changing the traditional grading system is a task that requires careful planning and challenging discussions. Grading for Impact shows educators how to start and plan the discussions that will result in genuine learning experiences for students." -- Ernie Rambo, Virtual Learning Community Coordinator "The unique contribution of Tom Hierck and Garth Larson's Grading for Impact to the existing compendium of published books on standards-based grading is its tighter focus on what the authors refer to as 'target-based' assessment and grading vs. standards-based grading. Learning targets, smaller 'chunks' of a larger standard, provide teachers and students with sharper clarity. When learning targets are explicit, teachers are able to keep instruction and assessment tightly focused on those targets and adjust their ongoing instruction-based on assessment evidence-as needed, and students are able to adjust their learning strategies based on the assessment-elicited feedback they receive. This makes grading and reporting much more meaningful, because an individual student's performance is directly related to specific learning expectations so that both teacher and student can determine 'next steps' in the learning journey. Hierck and Larson carefully present the rationale for target-based assessment and grading and then lay out a 'how-to roadmap' that any school system can successfully follow to implement these powerful ideas." -- Larry Ainsworth, Educational Consultant and Author "The 'make or break it' for a practitioner book, however, is 'can the reader now proceed with confidence in implementing the concept or process in his/her school, district, or system.' Seriously, no book I have ever read has been this clear. But, of even more ultimate significance is admonishing the reader not to take the "short cut" of 'borrowing' the examples, forms, etc provided in the book. You effectively interspersed 'gentle warnings' at key points. AND, you made clear the reasons for doing the work locally - the ever-important "buy in" and honoring 'context.'" -- Karen Tichy, EdD, Assistant Professor of Educational LeadershipMore details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 279 mm
Width: 216 mm
Weight
480 gr
ISBN-13
978-1-5063-9942-3 (9781506399423)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Tom Hierck has been an educator since 1983 in a career that has spanned all grade levels and many roles in public education. His experiences as a teacher, an administrator, a district leader, a department of education project leader, and an executive director have provided a unique context for his education philosophy.
Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He understands that educators face unprecedented challenges and knows which strategies will best serve learning communities. Tom has presented to schools and districts across North America with a message of celebration for educators seeking to make a difference in the lives of students. His dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning. His belief that "every student is a success story waiting to be told" has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students.
Tom Hierck's blog can be found at tomhierck.com/blog/.
Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He understands that educators face unprecedented challenges and knows which strategies will best serve learning communities. Tom has presented to schools and districts across North America with a message of celebration for educators seeking to make a difference in the lives of students. His dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning. His belief that "every student is a success story waiting to be told" has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students.
Tom Hierck's blog can be found at tomhierck.com/blog/.
Content
Foreword by Myron Dueck
Acknowledgments
Introduction
Understanding the Purpose of This Book
Broad History of Assessment (For, Of, As)
Intended Purpose and Audience (Why, How, and What Next)
Embedded Case Study Within This Book
About the Authors
Chapter 1. Introduction and Rationale for Grading Reform Through Target-Based Assessment, Grading, and Reporting
What Is Target-Based Assessment, Grading, and Reporting?
How Is Target-Based Assessment and Grading Different From Standards-Based Assessment and Grading?
What Is Target-Based Reporting?
Why Target-Based Assessment, Grading, and Reporting?
Grades That Are Supportive of Learning
Conclusion
Chapter 2. Key Characteristics When Grading for Impact
Components of Target-Based Assessment, Grading, and Reporting Systems
How to Gather Evidence of Learning
Data Supporting Increases in Student Learning
Challenges With Target-Based Assessment, Grading, and Reporting
How Target-Based Assessment and Grading Was Born in Winneconne, Wisconsin
Winneconne Community School District (WI) Case Study (The HOW)
A Simplified Process for Target-Based Assessment, Grading, and Reporting in Collaborative Teams (How to Actually Do This Work)
Conclusion
Chapter 3. Prioritizing Instruction: Building From the Standards to Determine Your Targets
A Process for Prioritizing Instruction and Standards (From the 13 Steps to Target-Based Grading)
Conclusion
Chapter 4. Building High-Quality Learning Targets Based on Prioritized Standards
A Process for Writing Clear Learning Targets
Elementary Learning Target Examples
Middle School Learning Target Examples
High School Learning Target Examples
Conclusion
Chapter 5. Organizing Learning Targets in a Target-Based System
Proficiency Scales Versus Proficiency Targets
Conclusion
Chapter 6. Building High-Quality Assessments Aligned to Learning Targets
Using Assessment as Evidence Gathering
A Different Way of Thinking About Assessment (Hiring Committees)
Conclusion
Chapter 7. Providing Feedback and Aligning Reassessment
Designing Units of Instruction
Design Learning-Target-Specific Units of Instruction
Conclusion
Chapter 8. Communicating Achievement in a Target-Based Grading System
Purposes of Grading and Reporting
Frequency of Reporting
Example of PAW in MasteryConnect
Conclusion
Conclusion
A Call to Leadership!
References
Index
Acknowledgments
Introduction
Understanding the Purpose of This Book
Broad History of Assessment (For, Of, As)
Intended Purpose and Audience (Why, How, and What Next)
Embedded Case Study Within This Book
About the Authors
Chapter 1. Introduction and Rationale for Grading Reform Through Target-Based Assessment, Grading, and Reporting
What Is Target-Based Assessment, Grading, and Reporting?
How Is Target-Based Assessment and Grading Different From Standards-Based Assessment and Grading?
What Is Target-Based Reporting?
Why Target-Based Assessment, Grading, and Reporting?
Grades That Are Supportive of Learning
Conclusion
Chapter 2. Key Characteristics When Grading for Impact
Components of Target-Based Assessment, Grading, and Reporting Systems
How to Gather Evidence of Learning
Data Supporting Increases in Student Learning
Challenges With Target-Based Assessment, Grading, and Reporting
How Target-Based Assessment and Grading Was Born in Winneconne, Wisconsin
Winneconne Community School District (WI) Case Study (The HOW)
A Simplified Process for Target-Based Assessment, Grading, and Reporting in Collaborative Teams (How to Actually Do This Work)
Conclusion
Chapter 3. Prioritizing Instruction: Building From the Standards to Determine Your Targets
A Process for Prioritizing Instruction and Standards (From the 13 Steps to Target-Based Grading)
Conclusion
Chapter 4. Building High-Quality Learning Targets Based on Prioritized Standards
A Process for Writing Clear Learning Targets
Elementary Learning Target Examples
Middle School Learning Target Examples
High School Learning Target Examples
Conclusion
Chapter 5. Organizing Learning Targets in a Target-Based System
Proficiency Scales Versus Proficiency Targets
Conclusion
Chapter 6. Building High-Quality Assessments Aligned to Learning Targets
Using Assessment as Evidence Gathering
A Different Way of Thinking About Assessment (Hiring Committees)
Conclusion
Chapter 7. Providing Feedback and Aligning Reassessment
Designing Units of Instruction
Design Learning-Target-Specific Units of Instruction
Conclusion
Chapter 8. Communicating Achievement in a Target-Based Grading System
Purposes of Grading and Reporting
Frequency of Reporting
Example of PAW in MasteryConnect
Conclusion
Conclusion
A Call to Leadership!
References
Index