Venue: Riffa Views International School, Bahrain
Independent consultant on grading and reporting; author of How to Grade for Learning: K-12.
KEN O’CONNOR is an independent consultant on grading and reporting. A graduate of the University of Melbourne (B.A. Hon, Dip. Ed) and the University of Toronto (M. Ed), he has been a staff development presenter in 47 states in the USA, nine provinces and one territory in Canada, and in 22 countries outside North America, including for NESA in Bahrain, Qatar, Saudi Arabia, Oman, Turkey, Greece and Nepal.
His 23-year teaching career included experience as a geography teacher and department head at six schools in Toronto and Melbourne (Grades 7-12) starting in 1967. Mr O’Connor was a Curriculum Coordinator responsible for Student Assessment and Evaluation and Geography for the Scarborough Board of Education (and then the Toronto District School Board) from 1990-1999.
He is the author of The School Leaders Guide to Grading (Solution Tree, 2013), A Repair Kit for Grading: 15 Fixes for Broken Grades (Second Edition, Pearson, 2011), How to Grade for Learning: K-12 (Third Edition. Corwin, 2009), and Fifteen Fixes for Broken Grades: A Repair Kit (Pearson, Toronto, 2012). The fourth edition of How to Grade for Learning will be published in October 2017.
Getting Started on More Effective Grading and Reporting of Student Learning
“Nothing really changes until the grade book and the report card changes.”
Curriculum, instruction, and assessment have increasingly become standards-based, but parallel changes in grading and reporting have been slow in some schools. We need to move from a culture of grading to a culture of learning, and from individual to shared practices.
Grades must be accurate, consistent, meaningful and supportive of learning, and report cards need to be part of a communication system that provides rich, understandable information about each learner.
This institute will provide opportunities to review the following:
- The seven P’s of grading (Procedures, Policy, Purpose, Principles, Practices, Principals/School Leaders and Practicality);
- the base for grading and reporting (subjects and/or learning goals);
- performance standards (points/percentages/levels);
- honoring the learning process (formative/summative and more recent);
- ingredients in grades and how you report behaviors;
- the determination of grades (calculation/professional judgment);
- how you handle hot button issues (late and missing work, academic dishonesty, homework)
- student involvement in the assessment, grading and reporting processes, and
- expanded-format standards-based reporting and your system for communicating student learning.
Target Audience: K-12 Teachers and Administrators.
Continuum Levels: 1, 2 = Developing Awareness (curious about learning more, seeking to understand, information gathering) / Deepening Understanding (theory-based learning, investigating models, identifying experts).
NESA's Learning Continuum:
Participants will. . .
- recognize the need to critically examine and change traditional grading and reporting practices;
- appreciate the complexity of grading;
- identify the purposes of grading;
- understand that grading must move from a private to a shared practice;
- consider guidelines for grading and reporting and the implications of these guidelines for their school;
- discuss examples of how schools have made changes in grading and reporting;
- reflect on where they are individually on a continuum of grading practices and discuss or determine action steps.
- No prior experience necessary, just a recognition of the need to make grading and reporting more effective.
- Participants are encouraged to attend this institute with school teams.
- Please bring copies of your report cards and your assessment/grading policy. If you have them, also please bring copies of any of the books by Ken O’Connor.
Save paper and effort where possible!
For your convenience, and to support our efforts in being "green", all handouts/files posted here have been notated with an A, B, C or D indicating the following:
(A) hardcopies needed at workshop
(B) electronic version on laptop is sufficient (for viewing during the workshop)
(C) required reading PRIOR to the workshop
(D) file not needed for workshop itself, but simply material of additional interest/reference
(B) How to Grade for Learning (4MB)