Inquiry Project:

How might I modify my grading system to more accurately reflect student learning?
Andrea Steaban
Oakland University
Galileo Cohort
27 May 2014


Background Information
Ive always held myself to the standard of knowing each of my learners well enough in
my classroom to be able to describe their strengths and areas of opportunity without needing a
gradebook in front of me. When I moved from teaching third grade to teaching eighth six years
ago this took some adjusting as the number of students I worked with on a daily basis grew from
32 to 135, but I knew that this was something woven deep into my teaching philosophy and that
somehow I would know my 135 students each year as well as I had known my previous 32, and I
did.
As an eighth grade math and algebra teacher I am constantly trying new strategies to
grow communities of learners in my classroom who think like and do the work of
mathematicians. My classroom has never been the traditional math classroom where students do
warm ups, check homework off an answer key, take notes, do examples and start their
assignment in class in a monotonous cycle every day. As we shift to the more rigorous
Common Core Standards, I can hardly contain my excitement for the ways in which it requires
the culture in all math classrooms to change. The CCSS have made it critical for us to re-
evaluate the ways that we engage students in mathematical thinking. We need to equip our kids
with mathematical vocabulary and rich language that will propel them into thoughtful
mathematical discourse via open-ended, inquiry-based tasks in which all students fully engage.
We need to provide them with a multitude of tools and strategies with which to do the work of
mathematicians. Each day I plan a variety of activities using Brain Based Learning, Visual
Thinking, SIOP and Hierarchy of Talk Strategies along with the use of rich mathematical tasks to
facilitate meaningful learning in our math classroom. As I reflect on grades throughout the
marking period and especially at the end of the marking period, I often see disconnect between
student grades and what I know that my students know.
At the elementary level, report cards communicate progress through several indicators for
each content area. There is not just one letter grade for each subjectbut a letter grade along
with multiple numeric progress indicators for various standards within each content area. At the
middle school level grades are calculated exactly like the high schoolwith weighted averages
that correspond to letter gradesand until last year were much more ambiguous because there
were no set weights for any category. While directives were sent out for grade level content
areas to be aligned in their grading practices, in reality any teacher could create as many
categories with whatever weights desired to calculate course grades. Last year, district policy
changed at the middle and high school levels and now requires all grades to be based 25% on
practice factors (homework, in class assignments, etc.) and 75% on achievement factors (tests
and assessments). In math at the middle school level, let me speak to 8
th
grade specifically, all
unit tests are common assessments across the district that are strictly multiple choice. The
assessments were written by 8
th
grade teachers, myself included. These are the only factors that
go into the achievement category. Students may retake tests, but seldom choose to do so.
I began this narrative by highlighting the importance that I place on knowing each of my
students as learners and helping them to grow as mathematicians. Since my transition to middle
school, exception gradesDs and Es have been a growing source of frustration for many
reasons. First, when students earn them unit common assessments, many times they do not
correlate to what I feel the student really knows. In other words, there seems to be a
disconnection between what knowledge my students are demonstrating on the unit common
assessments and the knowledge and understanding they demonstrate through their daily
interactions and tasks in class. Second, at the end of each marking period, all teachers at our
building are given a printout of the students who received exception grades and are asked to
provide details regarding the interventions that were attempted prior to the issuance of said
grade. Each time I find this list in my mailbox I am filled with feelings of exasperation. The
focus is always on the number of students who got these grades and, again, there are always a
few students who I know understand the concepts and mathematics much better than their grade
suggests, yet by district policy they are on this exception grade list. In addition, the question
always crosses my mindif I am teaching circles around some of my colleagues, why do I still
have similar (and in some cases greater) numbers of exception grades?
As I struggled once again this year with this question the idea of standards based grading
crossed my path several times along with the questioning of the value of homework and its place
in a students overall grade. I was fortunate to have time to discuss these topics with my peers at
the Galileo Leadership Academy meeting in December and was so intrigued by some of the
discussion that were started that I met with some peers again for a marathon Starbucks meeting
in January. By this time I realized that an important factor also playing a part in student
assessment grades was simply the any students decision on the particular day of the test to put
forth the effort to do well. I was becoming very concerned with the general lack of student
ownership and responsibility for their learning and for their sense of pride (or really lack of
pride) in demonstrating their learning to me.
This mixture of worries, frustrations, insights, and struggles led me to starting my project
with the following wonderings:
How might I modify my grading system to more accurately reflect student learning?
Will standards based grading allow for a more accurate representation of student
learning?
How can I change the way assessments are graded to get more information about what
students know?
How can observational checklists be used to keep track of student mastery of skills?
How can I encourage students to take more responsibility for their learning?

Design of Inquiry: Procedure, Data Collection and Data Analysis
Once I developed my wonderings I decided it might be best if I chose one of my three
Math 8 classes on which to focus so as not to get overwhelmed in the workload or in data. I
chose to focus on my fifth hour class has eight students who have learning disabilities in math
and it is co-taught by my colleague, Renae Peri. The data collection process began at the perfect
timejust as second semester and the third marking period were beginning, which also
coincided with the start of the unit on Bivariate Data. I estimated that over the course of the
marking period we would complete a second unit entitled Shapes of Numbers that focus on the
real number system and the Pythagorean Theorem.
My plan was to keep two parallel gradebooks over the course of the marking period. One
would be just like normal with the district weighting requirements, categories, and calculations.
The other would be kept in Excel and would be a spread sheet of the standards broken down by
unit. I already break down the standards by unit and post them in the room in kid-friendly
language as well as post a daily learning target, so this didnt entail much more than creating a
new spreadsheet. As students demonstrate growth towards mastery of a standard I planned on
rating them using a 4 point scale with 4 being mastery of the standard. Standards that contained
more than one skill or element could be broken down into smaller pieces. For example, I broke
down the standard of writing an equation for a line of best fit for a set of data into three parts--I
can calculate the slope of the line of best fit, I can determine an appropriate y-intercept of a line
of best fit, and I can use the slope and the y-intercept to write the equation of the line of best fit.
By calculating an average of the progress towards meeting each standard, I would be able to
correlate that to a letter grade at the end of the unit and/or marking period and compare the two
gradebooks.
Initially, I created a class checklist of the standards or behaviors/skills to look for. Ms.
Peri and I kept these close by us during fifth hour and used different colored pens to record
observations using the numeric scale I mentioned earlier (1:beginning to 4:mastery). At the end
of the week, I combined our observational checklists into one in the spreadsheet. The score that
the student maintained over the course of the week is the one that was entered into the
spreadsheet. For example, if I observed a student calculating the slope at a level 3 on Tuesday
but then on Thursday and Friday she only did it at a level 2, then level 2 would be entered into
the spreadsheet. Standards and skills were also monitored when quizzes were given and the
spreadsheet was updated then as well. Dont forget that during this time the regular gradebook
was also been maintained as usual.
Next, I had a gut feeling that part of the issue with my students not demonstrating their
knowledge on the unit common assessments to the level that I felt they were capable of had to do
with the assessments being multiple choice. I will explain this in more depth later. I modified
the Bivariate Data Unit Test to include areas where students had to show their work and/or
explain their thinking before choosing one of the multiple choice answers. This allowed me to
get more detailed information on student progress towards mastery of the unit standards that I
would not have otherwise been able to get from just the multiple choice answers. I recorded this
information in my spreadsheet gradebook. In addition, it allowed me to compare student scores
if the tests were graded in two different waysbased solely on the multiple choice answers for
full credit or no credit, or based on work as well for possible partial credit.
I also chose to modify how the Shapes of Numbers Unit Test was presented. This test
was modified so the questions were all presented in an open ended format where students were
asked to show their work and explain or justify their thinking. After students had completed the
entire test in the open ended format, I presented them with the multiple choice options and asked
them to choose an answer for each question based on the work they had already done. Just like
with the previous unit test, this allowed me to get more detailed information on student progress
towards mastery of the unit standards, which I recorded in my spreadsheet gradebook, and also
allowed me to compare student scores if the tests were graded in two different ways.
Last year I began the practice of students doing weekly self-assessments to monitor their
progress toward unit goals. The assessments have a list of unit vocabulary as well as the unit
standards written in kid friendly language just like the list posted in the room. Since one of my
wonderings was how I might help students take more responsibility for their own learning, I
decided that when each quiz was returned, I would quickly conference with students to compare
their quiz, self-assessment and my observations as to their progress towards mastering each
standard. I took down notes on any student who seemed way off on their self-assessment.
The bulk of the data collected was entered several times each week into my spreadsheet
gradebook in the form of progress rating towards mastery of a skill or standard using a scale of 1
(beginning) to 4 (mastery). As students progressed throughout the unit their rating was changed
to reflect their progress. At the end of the marking period, the average rating for each student
was calculated and compared to their grade from the normal gradebook using the following
scale:

In order to have a more precise comparison, I used the correlations shown on the above
scale between an 93% and an average rating of 4 along with the correlation between 63% and an
average rating of 1 as data points to create the equation y = 0.1x 5.3, where y is the average
standards rating that correlates to a percent, x. Please note that the district scale includes plus
and minus versions of each grade within each range as well.
Marking Period 3 Units and Standards:

Bivariate Data
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of
association between two quantities. Describe patterns such as clustering, outliers, positive or negative
association, linear association, and nonlinear association.
8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables.
For scatter plots that suggest a linear association, informally fit a straight line, and informally assess
the model fit by judging the closeness of the data points to the line.
8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data,
interpreting the slope and intercept.
8.SP.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying
frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table
summarizing data on two categorical variables collected from the same subjects. Use relative
frequencies calculated for rows or columns to describe possible association between the two variables.

Shapes of Numbers
8.NS.1 Understand informally that every number has a decimal expansion; the rational numbers are those with
decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called
irrational.
8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers.
8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x
2
= p and x
3
=
p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots
of small perfect cubes. Know that is irrational.
8.G.6 Explain a proof of the Pythagorean Theorem and its converse.
8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world
and mathematical problems in two and three dimensions.
8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world
and mathematical problems.

A 89.1-100 4 Mastery C 68.1-78 2 Approaching Proficient
B 78.1-88 3 Proficient D 58.1-68 1 Beginning
Parallel Gradebook:


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A 2 4 1 3 4 4 3 3 4 3 4 3 4 3 3 2 2 2 3 74.9 2.2
B 4 4 3 4 4 4 4 4 4 3 4 3 4 4 4 4 4 4 3.8 88.5 3.6
C 4 4 3 4 4 4 4 3 4 4 4 3 4 4 3 4 4 3 3.7 93.7 4.1
D 2 3 1 4 4 3 3 3 3 2 4 3 4 4 2 2 2 1 2.8 71 1.8
E 3 3 1 4 4 3 4 4 4 4 4 3 4 3 4 3 4 4 3.5 90.4 3.7
F 4 4 2 4 4 4 4 2 4 3 4 3 4 4 3 4 4 1 3.4 84.8 3.2
G 2 3 1 3 4 3 3 2 4 1 4 3 4 4 4 4 1 1 2.8 65 1.2
H 4 3 2 2 4 4 3 2 4 2 4 3 3 2 3 3 1 1 2.8 62.8 1
I 4 3 1 3 2 3 3 1 4 3 3 3 4 3 3 4 2 2 2.8 75.2 2.2
J 3 3 2 2 3 4 3 4 4 4 3 3 4 4 2 3 1 1 2.9 73.5 2.1
K 4 3 2 3 4 4 4 3 4 3 3 3 4 4 2 2 2 2 3.1 68.3 1.5
L 4 2 1 3 2 4 3 3 3 3 3 3 2 2 2 3 1 2 2.6 64.4 1.1
M 4 3 1 2 2 3 3 4 4 4 3 3 4 4 3 1 1 2 2.8 83.2 3
N 4 3 2 4 4 4 3 4 4 4 3 3 4 3 4 2 3 3 3.4 84.2 3.1
O 4 4 3 4 4 4 4 4 4 4 3 3 4 4 4 4 3 3 3.7 94.3 4.1
P 4 4 4 3 4 4 4 3 3 4 2 2 3 3 4 3.4 79.8 2.7
Q 3 1 1 3 3 3 1 3 3 3 3 3 4 4 4 3 2 4 2.8 80.3 2.7
R 1 2 2 2 4 3 2 4 4 3 3 3 4 4 3 3 3 2 2.9 62.3 0.9
S 4 4 3 4 4 4 4 4 4 4 3 3 4 4 4 4 4 4 3.8 101 4.8
T 3 3 1 3 4 3 2 3 4 3 3 3 4 3 3 3 3 3 3 82.6 3
U 4 3 3 4 4 4 3 3 4 3 3 3 4 4 4 4 3 3 3.5 93.7 4.1
V 4 4 1 4 4 4 4 4 4 4 3 3 4 3 4 3 3 1 3.4 70.3 1.7
W 4 3 3 3 4 4 3 4 4 4 3 3 4 4 4 3 3 4 3.6 89 3.6
X 4 4 3 4 4 4 4 4 4 4 3 3 4 4 4 1 4 4 3.7 90.4 3.7
Y 4 3 2 2 2 3 2 4 4 3 3 3 3 3 2 2 1 1 2.6 74.5 2.2
Z 4 3 1 4 4 3 3 4 4 4 3 3 4 4 4 4 4 3 3.5 87 3.4
AA 3 2 1 3 3 4 3 4 4 4 3 3 4 3 3 4 3 4 3.2 87.8 3.5
BB 4 4 3 4 4 4 4 4 4 4 3 3 4 4 3 4 3 3 3.7 95.6 4.3
CC 4 3 2 4 4 4 3 3 3 3 3 3 4 4 4 3 4 1 3.3 81.9 2.9
DD 2 2 1 1 1 3 1 1 1 1 3 3 2 1 1 1 1 1 1.5 55.4 0.2



Student with
IEP


English Language Learner


0
10
20
30
40
50
60
70
80
90
100
Grade Comparison
MP3 % Standards Progress Average Converted to %
Stating the Learning and Supporting the Statements with Data
Students put forth more effort (took more time, showed more work) when test items are
open ended. Contrary to common belief, students like open ended questions better than
multiple choice questions because they can explain their thinking.
Students are more invested in their learning when learning goals are clearly stated and
they are involved in tracking their growth through self-assessments and mastery
checklists. They are more curious about their progress and more motivated to show
evidence of their learning.


[CATEGORY
NAME]
[PERCENT
AGE]
[CATEGORY
NAME]
[PERCENT
AGE]
[CATEGORY
NAME]
[PERCENT
AGE]
Higher Average Grade
0
10
20
30
40
50
60
70
80
90
100
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
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A
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Marking Period Grades
Standards Progress Average Normal Gradebook Average
Standards based grades are a closer match to students true abilities than the normal
gradebook. For most students their standards based grade is higher than their traditional
gradebook grade because it is based on a variety of ways that students demonstrate or
provide evidence of their understanding. On the other hand, for some students, the
standards based grade it lower because these students normal gradebook grade is padded
by the practice category even though it is only a 25% weight.





Analysis of Students with Greatest Variance
Student
Standards
Progress
Average
Gradebook
Average
Gradebook
Average
Converted to
4-Point Scale
Difference
Possible Reasons for
Difference
G 2.8 65% 1.2 1.6
-Does not complete
homework or other practice
assignments, struggles to
complete anything fully
-Takes an extremely long time
on quizzes and tests
-Hard time focusing
-Extremely poor handwriting
-Able to explain reasoning
verbally
-Excels during task based
learning
-Frequently contributes to
class and small group
discussions
-Quality participation in class
H 2.8 63% 1.0 1.8
-Has IEP
-Does not complete
homework or other practice in
class
-Gives up easily, low
frustration level, shuts down
some days
-Once learning is scaffolded
he begins to self-talk and
begins to grow more
confident
-Actively participates in small
group activities
S 3.8 101% 4.8 -1.0
-Completes all homework,
vocab and other practice
assignments
-Takes all opportunities for
bonus points
-Actively participates in all
activities
R 2.9 62% 0.9 2.0
-Has IEP
-Frequently out of classroom
due to behavior plan
-Emotionally unstable, will
only work with select students
-Shuts down some days
-Participation and class work
is hit or miss as is her effort
on tests
V 3.4 70% 1.7 1.7
-Average math student
-Completes most homework
and practice assignments
-Likes to volunteer in class
-Confidence level has grown
-Does poorly on written
quizzes and tests but is able to
demonstrate learning in
various other ways
BB 3.7 96% 4.3 -0.6
-Completes all homework,
vocab and other practice
assignments
-Takes all opportunities for
bonus points
-Describes herself as terrible
at math and has little
confidence in her abilities

Implications for Practice
The most serious and most immediate implication for my practice as a result of this
inquiry was how I went about assessing my students knowledge of mathematical concepts and
standards. Almost immediately it became apparent to me that what I was seeing as a result of
grading my students in standards based fashion was allowing for more accurate communication
of their understanding of math concepts. As soon as I had evidence to support my thinking I
went to our district math coordinator and began dialogue with her focusing on the way we use
straight multiple choice common assessments with our students and the downfalls I was
discovering. As I worked to modify the questions into open ended formats and began discussing
my findings with my colleagues, so many more discussions were started about how we assess
our students overall.
The second major implication is how the learning environment in our classroom changed
during the hour that students knew that everything they did could be seen as evidence towards
their mastery of a standard. My classroom is always a very open, supporting place where
students feel comfortable and are encouraged to take risks while learning. However, during the
course of this project, 5
th
hour took on a whole new atmosphere as students became even more
excited about each activity we did in class because everything seemed importantit was no
longer just about the tests or quizzes or how many points an assignment was worth.

Concluding Thoughts
How could the Common Core Standards for Mathematical Practice be incorporated into
grades in this system?
Would it be possible to pilot this system in my own classroom next fall?
How could MiStar be set up to be used with a standards based grading system?
How does standards based grading lead to an environment suited to foster growth mindsets?

Next Steps
I was able to speak with our deputy superintendent at the Learning Fair and I will be
piloting this grading system in my own classroom in the fall. While there are still kinks to be
worked out, I am very excited to have the opportunity to be a leader within the district and to
hopefully help the district move to grading in this way across all grade levels and content areas.