Evidence to Determine a Grade?
Are We Effectively Communicating Learning Targets and Standards?
Are We Providing Opportunities for Student Growth?
Are We Separating Academic and Behavior Information in the Gradebook?
Are We Ensuring Student Accountability?
Are We Creating Effective Evidence-Based Gradebooks?
Key Points
Our Team’s Story
The Six Core Beliefs in Evidence-Based Grading
Evidence Is More Precise Than Any Formula
We Determine What Students Deserve
We Never Fully Realize Curriculum Without Evidence-Based Practice
Evidence-Based Grading Improves Team Collaboration
Communication With the Community Is Essential
We Must Take a Postsecondary Perspective
Key Points
About the Authors
Troy Gobble is principal of Adlai E. Stevenson High School, in Lincolnshire, Illinois. He previously served as assistant principal for teaching and learning at Stevenson. Troy taught science for eighteen years and served as the science department chair for eight years at Riverside Brookfield High School, in Riverside, Illinois.
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
