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1) Instead of homework being a part of the grading categories, I removed it and made assessments have a higher percentage.
2) I wanted a students grade be reflective of their own academic knowledge, so I removed group projects in the grade category. (We are still doing ungraded group projects in class.)

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Wk2S2. Practice Assessment: Written Response Q2

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Teaching Students How to Read and Break Down the Rubric to Edit their First Drafts of the Assessment

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Teaching Students How to Read and Break Down the Rubric to Edit their First Drafts of the Assessment

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The purpose of this assignment was to have students understand how I was going to grade their written response and use that knowledge to reflect and improve on their first draft.
1) We read the written response question, paying attention to the main question and identifying key words needed to be clarified.
2) We deconstructed the different levels of how I was going to score to see differences between what it means to give a Level 1, 2, and 3 response.
3) Students read their first draft and reflected by giving themselves a score.
4) Students identified information needed to improve their response and receive a better score.
5) Students wrote a final draft, which I was going to grade.

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Light Waves Practice Assessment Rubric and Response

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By the end of the UCSD Extension Induction Program (04/2022), students will have engaged in standards based aligned practices to promote academic excellence and student agency as measured by student self assessment assignments.

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Main Takeaways Related to Grading Practices

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Main Takeaways Related to Grading Practices

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1) A student's grade is apart from their citizenship. A student that behaves inappropriately in class can still get an "A" in the class.
2) Having all, if not most, of the student's grade reflect their assessment scores and giving more weight to student's most recent performances
3) Giving students standards aligned feedback and allowing students to learn from their mistakes
4) Allow for reassessment
5) Avoid giving students zeros
6) Remove extra credit opportunities and treat homework as practice not to be used for final grade as it is PRACTICE.
7) Prove students with rubrics
8) Give more opportunities for peer to peer and  teacher to student feedback.

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Audiobook is not available | Audible.com

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I wanted my class to be more focused on the student and have the student do the critical thinking.
Therefore, I was set on creating and giving students the tools needed to self assess, reflect, and improve on their academic performance.

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PD with  Jan K. Hoegh on Standards-Based Learning

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PD with  Jan K. Hoegh on Standards-Based Learning

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1) Critical concepts-bundles of standards that have been identified by your district as the most important for student learning
2)Proficiency scales- created from those important standards
-can be used to measure mastery
-for content preview and self assessment
-can be used as a form of assessment
-can be used to plan for instruction and showcase progress in the unit

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Examples of Feedback Given to Students ILP5

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Sample of Student Interacting with a Proficiency Scale

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Sample of Student Interacting with a Proficiency Scale

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Proficiency Scales for 7th and 8th grade General Science 

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Proficiency Scales for 7th and 8th grade General Science 

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After reading through some of the proficiency scales, I felt that I wanted to expand this as a tool for my students to use, not just me.

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SDUSD Science - Proficiency Scales for Critical Concept Documents

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Note: All of these Critical Concepts Files are closed to SD Unified employees only. Please make sure you are logged in with your SDUSD account.

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Research on Teaching Students to Use Proficiency Scales

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Research on Teaching Students to Use Proficiency Scales

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Main Takeaways
1) Proficiency scale had examples so that students can actually get an idea of what each score in the scale means
2) Examples for students to self assess
3) Students highlight key words and phrases
4) Proficiency scale as a pre-assessment for me to see their prior knowledge

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Melanie LiCausi (Mrs. L's Leveled Learning)

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How to Teach Proficiency Scales to Your Class

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Having students engage with the proficiency scales has led to students having a better idea of where we are in the unit, how much content we have covered, and what we are addressing in the instructional unit. I have less students confused about what exactly they are supposed to be learning. Students know specifically what they need to be able to do and what type of problems they need help with as well as where their strengths lie within a standard. Students can use the proficiency scale to check in on their own learning and identify areas they need to keep improving on, thus promoting self reflection, assessment, and improving academic outcomes.

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1) Educated myself on how to grade keeping equity in mind.
2) Learned about standards based grading.

From this, I developed two main pathways for my project.
1) For CSTP 4.2:
Create and have students engage with a proficiency scale to monitor their own progress in their content understanding.

2) For CSTP 5.5:
Implement opportunities for students to reflect and self assess with the goal to have students learn from their mistakes and have agency in improving their academic performance.

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Created a "Student friendly" Proficiency Scale

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Created a "Student friendly" Proficiency Scale

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The first proficiency scale seen is from the district.
The second proficiency scale is the one I made with easier to understand language and with example problems for students to try.

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Chemical Rxn. Unit: Student Friendly Prof. Scale

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CSTP 4.2 Establishing and articulating goals for student learning.
CSTP 5.5 Involving all students in self-assessment, goal setting, and monitoring progress.

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I plan to create proficiency scales with the students instead of I creating them on my own to have students feel a greater sense of understanding and responsibility for the content.
I plan to not only continue having students self assess and use teacher provided feedback, but also engage in rounds of peer to peer feedback.

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Students reached higher academic scores in their written response questions. Instead of me receiving written response questions that failed to include key concepts, I now can see student improvement having used the scoring guide and can see the metacognitive process happening in students minds as they score themselves and indicate areas of improvement. Students submit higher quality responses, which help me spend less time grading and lead to higher scores for the students.