PBL Scoring Information and Social Emotional Skills
Lindblom Proficiency-Based Learning - Levels of Performance |
|
4 |
Excelling - I have demonstrated the knowledge/skills defined by the standard with a high level of understanding/ability as defined by the discipline. |
3 |
Proficient- I have demonstrated the knowledge/skills defined in the performance indicator. |
2 |
Developing - I have demonstrated basic knowledge/skills but have not yet provided convincing evidence that my understanding aligns with the level of rigor described in the performance indicator. |
1 |
Emerging - I have demonstrated that I do not yet possess basic knowledge/skills relevant to the performance indicator. |
M |
Missing - I have not provided evidence to allow the teacher to assess. Mathematically counts as a 0 |
0 |
Not revisable-I have refused to take advantage of the two-week window to complete missing work. |
Missing vs. 0s
Teachers are like doctors using the evidence provided by students (like patients) through assessments and in conversation with students to ascertain the student’s skill level. As part of Proficiency-Based Learning, the goal is to push student’s learning and allow them to prioritize their focus and energies on areas of need and interest. As such, when evidence is not provided a teacher cannot know with certainty what a student knows and does not know, the teacher assigns an “M” for missing assessment information which will equate to a 0 on the assignment. If students receive a score of Missing (M), they have two weeks (minimum) to make up the assessment. If at the end of the two-week window the student has not completed the missing work, the student will receive a non-revisable score of 0.
Reassessment Policy Guidelines:
Note that this policy has changed from 2016-2017 to reflect new guidelines from the Joint CTU-CBOE Professional Grading Practices Task Force.
Overview
One of the ten principles of Proficiency-Based Learning is “Students are given multiple opportunities to improve their work when they fail to meet expected standards.” Lindblom is committed to providing reassessment opportunities to students. Every class will have a reassessment policy that is stated in the course’s syllabus. Reassessment policies and practices will be consistent among course teams but may vary between subjects.
Score Reporting
To ensure that students, parents and teachers have an accurate and current understanding of a student’s performance in class, teachers must enter a score for each student at least once every two weeks. Each performance indicator must be assessed at least twice per student per semester, not including reassessment opportunities. Academic understanding/ability and academic behaviors must be reported separately, through academic performance indicators and through Social Emotional Skills (Adaptive Competencies), respectively.
M=Missing - Student was absent or did not complete the assessment and needs to complete it. M’s are calculated as a 0 in the overall score for the performance indicator. A student has a minimum of 2 weeks to make up missed work or assessments and should coordinate with the classroom teacher for reassessment on the PI. This window may change as the end of a marking period approaches.
Required Policy Components
Every course syllabus must include a reassessment policy that is consistent within course teams and that specifies the following:
- A time period (beginning the day that scored work was returned to the student) during which reassessment will be available/accepted.
- A time period within which late work will be accepted, including limits on accepting late work at the end of each semester. When late work is scored, it should be scored with the same scoring criteria as on-time work (i.e., without point deductions or limits on a maximum score); work habits should be reported through the Social Emotional Skills (SES). If students have an excused absence on the day of an assessment or deadline, the work must be treated as “on-time” work if submitted/completed during the next regular class period.
- Whether reassessment will replace previous JumpRope scores or be entered as new scores.
You may wish to also specify additional reassessment policy details on your course syllabus like these:
- A procedure for requesting reassessment, such as a Google Form.
- Reasonable limits on reassessment, if applicable.
- If you choose to not allow reassessment on late work, specify those details.
Recommended reassessment policy elements:
- For student work that was submitted by the assigned deadline, students have one week after the graded work is returned to complete a reassessment. The reassessment may take a different form than the original assessment.
- If students do not submit work on the original deadline or miss an assignment with an unexcused absence, they have one week to submit the late work and receive full credit. Students are not guaranteed the opportunity to revise late work, but this opportunity may be extended according to the teacher’s discretion and capacity.
- Reassessments must be completed/submitted at least one week before the first final exam date of each semester.
- Students are required to provide evidence of practice before reassessment. Subject-specific requirements should be detailed in your policy. These requirements should be designed to guide students toward successful reassessment, not simply a barrier to reassessment. For example, evidence of practice in English might include a requirement that students submit their first and second drafts on time to be allowed to revise the final essay. If students’ work habits are reducing their reassessment opportunities, report these work habits through the SES.
- Enter reassessments as new scores by creating a new reassessment assignment in Jumprope.
Decaying Average
What is Decaying Average (66)?
Lindblom uses a formula whereby the overall score for each performance indicator is calculated using a calculation called "decaying average 66." This calculation type assigns progressively-decreasing weights to older assessments. Working backwards, each assessment is worth 2/3 the value of the teacher-assigned weight, compounded exponentially. In effect, newer assessments automatically "count more" in the overall score, but past assessments are also considered.
Why use Decaying Average 66?
One of the main goals of Lindblom’s shift to Proficiency Based Learning is to increase the focus on student growth and improvement. Students improve gradually over time. We do not expect a student to have mastery of a skill on day one of a course; they should achieve mastery by the end of the semester. As a result, grades should place more emphasis on their skill level at the end of the semester as opposed to at the beginning. That means that using a traditional grading approach such as an average doesn’t work, because it places the same weight on grades given at the beginning of a course as at the end. The Decaying Average formula lets us achieve that goal because it places a greater weight on the most recent assessment of a skill.
How does Decaying Average work?
So the most recent score will have the full value, then the next most recent will have 2/3rd the weight (approx. 0.66) You then need to divide by all the weights. In your example, with only 2 scores, you would be dividing by(1+0.66) since the most recent had a weight of 1 and then most recent had the 0.66 weight. For for an example with a 2 and then a 3 as scores on a performance indicator:
(0.66*2+3)/(0.66+1)=2.602 (assuming all assessment weights are 1)
Example:
Performance Indicator (actual example from World Geography) - Student can explain and apply the basic concepts of geography to create an argument using a real-world example.
Assignment 1 |
Assignment 2 |
Assignment 3 |
Assignment 4 |
Performance Indicator Score |
|
Student 1 |
1.00 |
2.00 |
3.00 |
4.00 |
3.00 (2.996) |
Student 2 |
1.00 |
3.00 |
2.00 |
4.00 |
3 (2.901) |
Student 3 |
2.00 |
4.00 |
1.00 |
3.00 |
3 (2.508) |
Student 4 |
4.00 |
3.00 |
2.00 |
1.00 |
2 (2.004) |
Student 5 |
1.00 |
3.00 |
2 (2.205) |
Still don't understand?
That's okay. Here is a calculator to use to figure out what your child needs to earn to earn a 3 or 4 overall per performance indicator.
End of Semester Summative/Final Exams:
PPLC suggestions for final exams (updated April 2018):
- Be mindful of AP exams, NWEA, and other tests your students are taking. Students won’t always be in class, and they may be studying for these tests outside of class.
- Be mindful of how many PIs are assessed on your final. It is not required to assess all PI's. Additionally, assessing many performance indicators (without the opportunity to revise) on a final exam can have an outsized impact on students’ grades.
- Final exams--including which performance indicators are scored--could be differentiated based on students’ prior scores and/or interests.
- Remember that an exam doesn’t need to be a paper and pencil test (e.g., projects, presentations, performances).
If it is appropriate for your class, you have flexibility to assign or collect the final exam on a day that makes the most sense to you. That being said, students should be engaged in valuable learning activities through the final day of the year.
Goal for Summative Assessments
One goal we have moving forward is to have students as partners in identifying their own projects or artifacts to show their understanding of performance indicators and, when possible, to connect the performance indicators to real-world, problem-based assessments.
Lindblom Social Emotional Skills (Adaptive Competencies)
Purpose of SES
To provide students and parents the ability to monitor and recognize the connection between healthy habits and the impact on attainment of proficiency.
SES should only receive a score between 1 - 4 in Jumprope.
SES should be used as a reflection tool to be utilized by Teachers, Students & Parents
Performance Indicator |
1 - Emerging
|
2 - Developing |
3 - Achieving |
4 - Excelling |
Self-Awareness and Self-Management |
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Goal 1: Demonstrate self-awareness and emotional self-management skills. |
I need guidance to identify and manage my emotions. I struggle to set goals. |
I can identify my emotions and set goals when prompted. |
I am aware of my emotions, process them in healthy ways, and set goals. |
I use emotional awareness and regulation to balance productivity and wellbeing. |
In our class, here are specific examples of what this PI will look like: Teachers can add their own specific criteria or co-create specific examples with their students. |
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Social Awareness and Relationships |
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Goal 2: Use social awareness and interpersonal skills to establish and maintain positive relationships. |
I need guidance in understanding social awareness and interpersonal skills to establish positive relationships. |
I am socially aware but struggle to use awareness and interpersonal skills to establish and maintain positive relationships. |
I use social awareness and interpersonal skills to establish and maintain positive relationships. |
I use social awareness and interpersonal skills to establish and maintain positive relationships. I embrace similarities and differences in order to promote an inclusive environment. |
In our class, here are specific examples of what this PI will look like: Teachers can add their own specific criteria or co-create specific examples with their students. |
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Responsible Decision Making |
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Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. |
I need guidance in identifying how my decisions will impact myself and my school community. |
I am aware of how my decisions will impact myself, and my school community before acting. |
I consider how my decisions will impact myself and my school community, and I make ethical and responsible decisions. |
I consider how my decisions will impact myself and my school community, and I make ethical and responsible decisions in order to enhance my school community. |
In our class, here are specific examples of what this PI will look like: Teachers can add their own specific criteria or co-create specific examples with their students. |
SES Reporting Frequency:
Teachers identify which SES they want to monitor and report on those for 3 students in each class at least every two weeks. Each score for a SES will be accompanied by a narrative component to help communicate to parents and students how this SES can inform student success in the classroom.
Students will also receive up to 3 SES Scores score from their attendance and tardy data reported from Aspen. See the SES Data Score document for more information.
Colloquium Grading:
SES must be tracked and entered into JumpRope for colloquium. It would be best practice to enter after each colloquium class. Teachers convert the student’s SES score to Gradebook using conversion below.
Conversion from PBL to Traditional Letter Grade
JumpRope will create an overall score for each performance indicator, teachers will need to use the conversion below and enter a letter grade into Gradebook at the end of each semester. The scale below is the conversion table for teachers to reference when converting grades from JumpRope to Gradebook. Discussions with students and parents should focus on skill proficiency attainment, not what letter grade the student will be earning.
Course Grade Conversion
*Please note that syllabi indicate if a course follows the school rounding protocol that is displayed in JumpRope or if the course does NOT round and requires whole numbers for the conversion.
Tier 1 Conversion: 8 or less PIs
A= A score of 3 or 4 in each performance indicator (PI)
B= No more than two 2s, and the remainder 3s & 4s
C= No more than one 1, and the remainder 2s and up
D= Two PI scores of 1 and all other scores must be 2 or higher
F= A score of 1 in all performance indicators
Tier 2 Conversion: 9 or more PIs
A= All 3s & 4s
B= No more than three 2s
C= No more than two 1s
D= Three or more 1s
F= All 1s
Rationale for Grade Conversion
The rationale for developing this grade conversion was threefold. First, it is much clearer for students and parents to understand. Second, it helps students move further from focusing on point differentials to focusing on proficiency (3) in the skills and knowledge of each discipline while still celebrating those students who achieve beyond the level described as proficient. Finally, it was motivated by the work teachers did over the summer to triage or consolidate their performance indicators to only that which is important. If teachers are only measuring the most important standards from a course, it makes sense that to earn an “A,” students would have to show proficiency in every performance indicator. We believe this grade conversion is rigorous but also puts the onus on students and teachers to create learning activities that help build the skills and content knowledge so that students are successful. Given that students can retake or revise work, a system based on proficiency in all learning targets ensures their preparedness for college and careers.
Grade Conversion for CTE Department
As a part of our Competency-Based Education pilot, our CTE department will be converting scores into course credit by grouping Performance Indicators into Course Competencies. You can learn more about the CTE department’s grade conversion by visiting the classroom website or syllabus for each CTE teacher. **As policies become available they will also be made public here in a collection of links.**
Student & Parent Language