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Mastery Learning and Grading

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Mastery Learning and Grading is a growth-mindset approach to K-12 teaching and learning, based on the expectation that everyone can learn when provided with the right conditions and support. It offers all students and teachers an alternative to traditional instruction and grading. Presented by Mrs. Oduwole, A/P Math Depts.

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information in your classroom and that's the main focus of what this is what we're trying to do is make sure that students actually learn the material that's being taught in the classroom and that they're able to achieve and understand that mature so Mastery learning says that we have to first to find what it is that they're learning and break it down into measurable explicit competency so we have to Define that and make sure that means we have to have clear learning what comes with a rating system so every student should know exactly what they're learning and it has to be something that they know what the system is and how there be now it's being rated and not every student learns at the same Pace even though the Conch is the state will have to be differentiated and there has to be support timely support and along with what they're learning there has to be meaningful positive assessments so every learning outcome has to have some type of a star I meant that goes with it and it should be Mina meaningful and it should be personalized because every student isn't going to learn in the same way so we should be able to provide support provide Assessments in a whale personalized to your child and to the way that they actually want and then not everyone is going to be able to say okay I completed that part I know it at the exact same time so advancement should based on when they actually learn the material not just because okay it's October I think we're done with that so advancement will be upon Mastery so that's how Mastery learning should work we know that traditionally classrooms haven't been set up that way so we have to find a way to make sure that Mastery Learning Works in the classroom setting so let's talk about the traditional classroom versus how I'm Masters Learning Classroom looks traditional classroom students progress through class regardless of their level of achievement so on and so I guess you were on this chapter September around this next chapter and we're all going to move to this regardless of whether I thought you understood it in the Masters Learning Classroom have to demonstrate Mastery of the material before moving on to the next topic so what that mean mean is that yes in August we run this chapter and we were reading this section of the book art the section of the novel we may move on in September but since we'll still have an opportunity who didn't understand the previous section on the previous topics to revisit though so so there is still time for them to go back you're still time for them to receive instruction and receive assessment based on information if they may not have mastered so let's take a look at this situation and how that look and I Mastery Learning Classroom so traditional grading practices the sake of student named Zoe so these are the Zoe's assessments the first time she took an assessment she received a zero then she took it assassin again she has a 25 then she has a 50 then she said you know what this isn't working I need to study more so she got a 75 and it became more clear she's like okay I got this finally now she has 100 and then time she was asked again she is was so solid and her mind she ended up with another perfect score so her teacher gave her her first progress report and you think Zoe ended up with us a great I can't really see your responses so I'm going to tell you what Zoe ended up with thats a grade from her teacher after she finally work really hard this was her great this is what came home on her first progress report so the message sent Zoe's parent received was that Zoe. not know the subject at all the message that Zoe received is that I worked really hard to improve but I still failed and that's a message that's happening to some of our students and the message parents are receiving when a student starts out learning information and then starts working really hard to improve now sometimes people parents will say our teacher will say well if it's a different material what's of course you can't just say well this the student improved because you're testing different things so let's just go ahead and say we're not testing let's go let's say we're testing the same exact learning targets we're testing the same exact material Zoe starts with a 0 and on the same material she gets a 25 the same material next time she gets a 50 then she gets a 75 then finally Zoe says I got this I understand this material and she gets a perfect score two times in a row if average all of that together and it's on the same exact material should Zoe still receive an F that's the question that we have if it's on the same exact material so what Mastery learning and Grading says if it's on the same exact material and she's been assessed six times on the same material and she finally knows it then we should give her the grade that she's earned so what let's say this is on diving you're asking can Zoe die if she finally gets that dive correct multiple times then she should receive the great that represents what she understand which is 100% so that's what we were talking about but more importantly what we're saying is we're going to take each area in a car each content area and break it down into measurable areas and make sure that soon as you clearly understand what's expected in that area and multiple opportunities to show what they understand so that they're working towards that and so even if they mess up the first time even if they mess up the second time the third time they still have a chance to continue working towards that so that in the end they can show that they understand it and that's what the goal is for Mastery learning that they will continue their learning I want the school year until they can show that they understand it the idea is to create what we call a growth mindset that you may not know it now but you will eventually keep working towards it until you do know it so a lot of people say that doesn't happen in the real world you don't get multiple opportunities to keep showing what you know well by the way school is a real world school is not a fake World your students are real kids at least I hope they are because I have a I have real kids and they create real issues in my house I know they're real so kids are real and they are in a real school in a rural environment but let's take a situation that most of us are familiar with that is a real situation so since we are in California a lot of us and one of the things we have to do was get a driver's license so let's talk about the situation where we learn how to drive a lot of us learn how to drive either by going to a driving school or a my situation I first started learning how to drive when my dad started teaching me how to drive and he was really nervous I'm so then I have to switch in my older started teaching me how to drive which was probably wasn't the best situation because you just said getting a car start driving but one of the things that happened was when I finally went to go take my driver's driving test is that when I got to take my driving test they never said please show me all the results of your practice not if you were in a situation where you were Drive how to go take your driving test when your under 18 A lot of times they do ask for certification that you went to a driving school but they didn't say they didn't call it my sister and say can you please tell me about all the practices that she did show me evidence of every single time she made a left turn in correctly or correctly they didn't ask for all that information if they didn't ask for the practice but they did need is just certification that if I was under 18 and I did do some type of driving school and then they had me do my driving test once I did the driving test the next thing they ask for they went through they have the rating and if I passed that rating then I got my driver's license now for a lot of us we passed it on the first try there are some of us probably in this presentation who didn't pass your driver's test on the first try and there are lots of people who are driving around today who didn't pass your driver's test on the first try but they are still driving with a driver's license that's because they were allowed to retake the test and there's lots of situations in our life where you are allowed to retake test for that exact same test you get to go back and take it more Apple x one of the things that you are encouraged to do is to go home and practice so a lot of the people who don't get their driver's license on the first time they go back they practice and then they retake the test in. but we are trying to create with Mastery learning we're trying to say if you don't get it the first time what we're asking you to do is to go back practice learn the information and then come back and take it again that's what the Mastery learning part is about a lot of times were focused on a grading part which is how are you grading my child with this whole mess we learned in grading situation but really the is the master is the Mastery learning part that we're trying to focus on we're trying to teach students that you are doing all the practice and homework is all these activities not to earn a great but to learn the information you were practicing driving not to get a good grade but to learn to to pass that driving test and that's what we call the mindset of grading for learning so a lot of students are learning information cuz they want the Eddie they want that grade what we're trying to teach students are you're doing homework you're doing activities in class you're doing this project not just for the grade but to actually learn the information patience and learning the information is how you're going to show me later that you understand the information in this assessment are this final project and so that's the mindset that we're trying to help develop our students and that's why they have multiple opportunities to keep working and to keep showing us that they can actually do it that's why I student who even get to be on an assessment and keep working and take the assessment again to get in because we don't want to stop learning that's okay they can they can get a higher grade they can get the as they wanted it is okay for them to keep learning so we're encouraging learning not necessary not necessary encouraging the higher grade we're encouraging the learning process so that's the ultimate goal with Mastery learning learning and Grading so I want you to keep that in mind we're not word wearing about grading the personal homework and nose and those pieces I want you to keep that part in mind as we moved to the to the next part so when we talk about grading policy so I just said there are certain things that we're not going to focus on grading on a traditional classroom you would grade the grave consists of academics attendance participation effort and Xavier all those things would go into a grade but in a Mastery learning and Grading classroom we're only gradings based on the standards for that for that particular course because all we want to know is do you know it and can you do it so being a good student raising your hand and participating is not going to be part of a Mastery learning and Grading classroom participating showing an afro that's going to be part of your work habits grade and being a good student having good behaviors can be part of your citizenship grade but your academic rate is only going to be based on whether or not you understand the content and can show us that you understand the content doing homework showing up to the class participating in all that stuff is encouraged so that you can get ready to show us that you know the information so that is a workout and work habits kill that we're trying to develop to get you ready to show us that you know the information so again you're working towards getting ready to demonstrate your understanding in addition to that there are something else or probably go be able to show us that they know information without working as hard so there's some times where you're going to have to work a little bit harder because you don't know that information as well and sometimes where you going to be able to work a little bit less because you know that P better than maybe the student sitting next to you so soon as we're going to start to learn that sometimes I have to put in more effort and in some particular learning learning standards than others but greatest bass owns academic credits only based on what we call final projects and assessment rather than all these other things that are placed into the grading process in a traditional classroom so what does that look like so let's take the situation again with Zoe So if we had Zoe situation where we were going to make an assessment about her diving usually in a mastering a grading classroom the students with have a rubric so and Zoe situation she would have what we call a diving rubric that will tell her how what she has to do 4 3 2 1 or 0 we usually don't use a hundred point scale because we are trying to clearly Define what it is that Zoe has to do to be proficient in diving and we don't need points to determine that so we use a 4-point scale and if you translate what happened with Joyce diving from the hundred point scale to a 4.0 scale you can see your scores here and then since this is all Assassin the same learning Target diving all we do is look at Zoe's performance and as soon as she has a multiple multiple assessment that shows that she clearly can dive we go ahead and give her her final proficiency score for that particular learning targets you are no for so we're hoping that Zoe would keep working when she received a zero the one and a two and even when she got the three there was a point where you could have said I'm fine with I'm fine with the three or even when she got here and she has two for now lot of times a teacher will say you have to have multiple assessments showing the floor if you want to if you want the for you can't just have the for want so that why she would have to continue working to get the for at least twice if not the teacher might say okay you have a 3 and you have a 4 I might err on the side of the fact that you earn and give you the middle of the two and the four and give you the three unless you want to take it again so she ends up running the floor the other thing that we want to talk about it is the issue of time and how that works in the Mastery learning I'm grading classroom and a traditional classroom time is set so at the end of every progress report in the end of the semester you get a grade and you're not going back over that material so wherever you are at that proficiency level that's where you are so time is just that and we're going to make and so for example the students dancing blue they did really well during that time. So there are good the synonym rad they did do as well so but at that time. That's a great thing yet so different students learn at different levels and wherever you are at that time that's a great you're going to receive whereas with Mastery learning and Grading we want all the students to get to the level of where the student was in blue so we're going to make time flexible we're going to make sure every yesterday to that point so whether we're at the end of the semester or at the end of the year we're going to save this if you have a problem with content we learned in August we're going to still allow you to retest and learn that material even if we're in December and if you finally achieve Proficiency in December will give you credit for it so we're hoping that even if we're in December even if we're in February that everyone will end up learning the material so that way that evening student who was in red who didn't quite get there when we gave the last progress report that at some point they will before the end of the end of the school year the only time that the timeline actually ends is in of the school but between August and the student has an opportunity to learn all the material and show us that they know it and how does that work so in the Mastery learning approach we learn a new skill they practice at new they make their mistakes you get feedback from the teacher we analyze those mistakes and then you have a quiz or some type of low stakes assessment are writing practice and then you might make some mistakes on that low stakes assessment AR quiz or writing sample you get more feedback and at some point if you're if you're still making mistakes the student learns to got to be their own self Advocate and ask for help and then we analyze and fix those mistakes it's more practice and then you get another request a writing sample and if you're okay now can move on to the final assessment our project if not then you may need to go back and fix your mistakes ask for help again so this cycle Keys Reef units of all throughout the year so that there's an opportunity for you to keep reassessing so that way you can eventually demonstrate Mastery before the end of the school year so let's take an actual learning Target from our English class room are you awake classroom instead of using diving which with only be maybe if he eats kill if we actually have that here Ken Zoe seiken text cite textual evidence so let's say this is a learning Target for real name and you can see her assessment scores and if we're not averaging the score to gather and we are using Max regarding creating even all this is on a hundred point scale so it will receive 100% of 4 using Mastery learning and Grady if we use a rubric and had a 4-point scale instead of a percentage grade and we're not averaging Zoe but received a four now let's take a traditional math class from Novell this is a syllabus that has been used conditional math class I want to draw your attention to the grading categories the grading categories say that tests are 50% a quiz is 40% and homework is 10% so that's how the students going to be graded and it tells you the different units and so if we're using the traditional grading what happened happened here is this let's go students raise student won their tests are 93% quizzes or 87 in the homework is 20% in order for a student to figure out their grades they would have to go back in take their test * 50 take their quiz results * 8.40 and then take her homework results * 5.10 then just to figure out their grade so but you don't have to do all of that math in order to get their final great so for student one if they did all that math they can see that they're doing well on tests and quizzes but their homework percentage is pretty low so they would end up with an 83 so every student would have to be able to do that a lot of times what happens is most of them to don't do that now and parents also don't have time to do all of that math and so they rely on either schoology to do for them or they just take a quick look and they say what my child is doing all of their homework like they see with student to and so they're expecting the grade to be higher or they look at the situation what are you doing okay on quizzes and so they're expecting their child to have a have a pretty decent grave and so what ends up happening is that they're a little shocked sometimes when they get the final grade in the class so using us traditional grading system songs I'm confused as students and parents about the students final grade and also you're not quite clear on what the student needs to work on so so just didn't work on being better at quizzes and tests or is there a particular stop it. The student needs to work on so what we do with Mastery learning and Grading and I know this is not very clear is in the syllabus the teacher outlines exactly what the learning targets are it's on the syllabus is 11 things in the math class at the student has to work on then they give a rubric of what it means to master the those 11 things then they tell you instead of using a percentage base how they're going to calculate the final grade in order to get it say you have to have mostly force and nothing lower than a 3 in order to get the BJ halftime OC Reese and nothing lower than a 2 the last take a look now at their grade book so student one on learning Target one they are the four on learning Target 3 they have a floor in a learning Target for the average 3 has mostly 4 and nothing more than a 3 so their students are know what are known for which would translate into an a student has two so they would learn a to what your chances listen to have to mow C32 nothing lower than that too so they are not earn a 3-wood to be a b and this and it has mostly threes and nothing lower than at 2 so they were also going to be so without doing any math calculator you would be able to determine a student's grade and in addition to that any student at any time can work to retake any of these learning Target and one of the things that they can do is actually know exactly what they need to study so this student for they are not learning Target of a learning Target one they are in the two so they know immediately that I need to work on learning Target learning Target which is similarity and congruence and if I work on raising that up to at least a four are are if I've raised down one up to a form and I raised up one more greater or I could get an egg so they have a they can create a game plan of what they need to work on to improve their grade and then also there's more motivation to actually learn specific material rather than to just Find A Grave so the way that the teachers come up with their learning Targets in the whole process for Mastery learning and Grading is first and look at the standards and then they create the learning targets the disc has already created learning targets for each for each continent area so they can use that as their basis then they create rubric to describe proficiency levels for each of the learning targets and then they make those available to the students they have assessments that measure each other profession to levels for each of the learning targets and they don't have to be a test that can be projects that can be writing assignment depending on the course and then finally they determine a final grade for each morning Target with 223 plus assessment opportunity so they can take it multiple times so what does this mean this means that we're moving away from grading policies at foot Focus just on earning points and instead a line Grace to proficiency standards-based learning targets and you won't see the hundred points Grady's rating scale as much and you'll see more of a 4-point grading scale using rubrics and you won't see the averaging as a great as a way of determining a great you'll see looking at a whole body of evidence meaning Chelsea students teachers using recognize the student has Ernie mostly fours are mostly 3 to determine their overall grade you also see assessment in Rubik's aligned with standards-based Target and finally you'll see either a combination of these things are sometimes you'll see teachers just using one or two of these different points so I know that I've talked a lot and I shared a lot of information so I'm going to in the presentation at this time and see if there are any questions are there any questions no yes so this one question do all teachers apply this method and the answer is no not all teachers you'll see that's more in math science classes and then in addition to that you'll see elements of it and some of the core classes and even some of the elective classes so you'll see rubrics and classes you'll see some of the teachers allowing for students to do what we call retakes for assessments so you won't see it in all classes but you'll see elements of it and then how do you know if a teacher is using it in their syllabus you'll be able to see what grading practices they're using any other questions okay so I don't think we have more questions and like I said this is a district initiative so you'll see it a little bit more as the years go by especially if you are if your child is new to Middle School now and then you might start to see it and some of the LAUSD high school so you'll start to see sprinkles of it you're out the district so I just want to make sure you have the information and then also feel free to contact me at anytime if you have any questions about Masters aren't even great I like to think so Lavera from allowing this presentation and I think we are done at this time so thank you so much I was very informative and a thank you parents are being patient with me sometimes we do have these technical difficulties but I appreciate it thank you thank you

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