The United States Department of Education (USDE) describes Stevenson as the most recognized and celebrated school in America, and Stevenson is one of only three schools to win the USDE National Blue Ribbon Award on four occasions. Stevenson was one of the first comprehensive schools that the USDE designated a New American High School as a model of successful school reform, and it is repeatedly cited as one of America’s top high schools and the birthplace of the Professional Learning Communities at Work™ process.
Troy holds a master of science degree in educational administration from Benedictine University, a master of science degree in natural sciences (physics) from Eastern Illinois University, and a bachelor’s degree in secondary science education from the University of Illinois at Urbana–Champaign.
Mark Onuscheck is director of curriculum, instruction, and assessment at Adlai E. Stevenson High School, in Lincolnshire, Illinois. He is a former English teacher and director of communication arts. As director of curriculum, instruction, and assessment, Mark works with academic divisions around professional learning, articulation, curricular and instructional revision, evaluation, assessment, social-emotional learning, technologies, and Common Core implementation. He is also an adjunct professor at DePaul University.
Mark was awarded the Quality Matters Star Rating for his work in online teaching. He helps build curriculum and instructional practices for TimeLine Theatre’s arts integration program for Chicago Public Schools. Additionally, he is a National Endowment for the Humanities’ grant recipient and a member of the Association for Supervision and Curriculum Development, the National Council of Teachers of English, the International Reading Association, and Learning Forward.
Mark earned a bachelor’s degree in English and classical studies from Allegheny College and a master’s degree in teaching English from the University of Pittsburgh.
Anthony R. Reibel is director of assessment, research, and evaluation at Adlai E. Stevenson High School, in Lincolnshire, Illinois. He administers assessments, manages student achievement data, and oversees instructional practice. Anthony began his professional career as a technology specialist and entrepreneur. After managing several businesses, he became a Spanish teacher at Stevenson. He also served as a curricular team leader, core team leader, coach, and club sponsor.
In 2010, the Illinois Computing Educators named him Technology Educator of the Year for successfully integrating technology to support student learning. He is a member of the Association for Supervision and Curriculum Development, the Illinois Principals Association, Illinois Computing Educators, and the American Council on the Teaching of Foreign Languages.
Anthony earned a bachelor’s degree in Spanish from Indiana University and master’s degrees in curriculum and instruction and in educational leadership from Roosevelt University.
To learn more about Anthony’s work, follow @areibel on Twitter.
Eric Twadell, PhD, is superintendent of Adlai E. Stevenson High School, in Lincolnshire, Illinois. He has been a social studies teacher, curriculum director, and assistant superintendent for leadership and organizational development.
Eric has coauthored several books and professional articles. As a dedicated professional learning community (PLC) practitioner, he has worked with state departments of education and local schools and districts throughout the United States to achieve school improvement and reform. An accessible and articulate authority on PLC concepts, Eric brings hands-on experience to his presentations and workshops.
In addition to his teaching and leadership roles, Eric has been involved in coaching numerous athletic teams and facilitating outdoor education and adventure travel programs. He is a member of many professional organizations.
Eric earned a master’s degree in curriculum and instruction and a doctorate in educational leadership and policy studies from Loyola University Chicago.
To learn more about Eric’s work, follow @ELT247365 on Twitter.
To book Troy Gobble, Mark Onuscheck, Anthony R. Reibel, or Eric Twadell for professional development, contact [email protected].
Introduction
The Case for Evidence-Based Grading
We are believers in evidence-based grading, and we are not alone. Our students need a new, more effective grading system. We must rethink our traditional grading practices and build a new grading model that clarifies and communicates about student learning. When we take this step, we will engage in more effective conversations about teaching and learning, demonstrate evidence of learning for every student, drive innovative revisions to instructional practices, and gain more equitable consistency in our schools. Overall, we will build a clear working relationship among curriculum, instruction, and assessment.
This means hard work. This means getting specific about three things: (1) what we want students to know, understand, and do; (2) how we clearly state our performance expectations of students; and (3) why we must gather visible evidence of student learning so we can address the gaps in student achievement, build higher-quality instruction, and extend mastery over learning.
Past grading practices do not communicate specifically about learning. For this reason, educators struggle to engage in meaningful conversations that develop coherence around curriculum, instruction, and assessment. As a result, we often fumble over how to open crucial dialogue about what students know and what they do not know. Likewise, students sit through their classes unsure of expectations, and parents remain unclear about what their children need to do to succeed in school. Our work around evidence-based grading is focused on unifying the relationship among curriculum, instruction, and assessment so teachers and students can work together more explicitly on what student learning growth looks like.
Many of our best educators and researchers are working to improve discussions that confirm learning is taking place and all students are succeeding. These educators recognize the potential of grading practices to foster dialogue about teaching and learning and how that dialogue can help students progress in their learning. The following are a few headline statements that express the need to approach grading differently. In Ahead of the Curve, Ken O’Connor (2007a) says:
Grading as it has been done traditionally promotes a culture of point accumulation, not learning. It encourages competition rather than collaboration. It often focuses on activities instead of results. It makes all assessment summative because everything students do gets a score, and every score ends up in the grade book. In many schools, grades have achieved “cult-like status” (Olson, 1995) where the grade is more important than whether or not students have learned anything. (pp. 127–128)
Douglas Reeves (2008) shares:
The difference between failure and the honor roll often depends on the grading policies of the teacher. To reduce the failure rate, schools don’t need a new curriculum, a new principal, new teachers, or new technology. They just need a better grading system. (p. 85)
The overriding desire for change is clear. We believe that we must create and support grading practices that reflect how well our students demonstrate what we want them to know, understand, and do. More important, we need students to know how to discuss learning expectations with their teachers, how to reflect on growth, and how to reach greater levels of proficiency and mastery.
This