Grading, Mastery and Design Thinking

Over this past year I have really challenged myself to question some of the normal routines and reasons why I grade the way I do. I have always had a very strong opinion about grading, late work, etc. in middle school. Coming from the high school world previously I have seen students who go into their freshman year of high school and are not ready for the reality of due dates and the rigor of nightly homework from 6 classes. I was determined as an 8th grade teacher to hold to the same standards so the students would not struggle as much in high school. AFTER design thinking and Common Core was introduced to me I stared to question if that was really the best for my students. I also really started to look at how I was going to grade the design thinking process and outcomes.

I first started with the best way to grade design challenges. This is a process that has no right or wrong answer but it does have specific things I want to see at each stage of the process. For this I created a 4 point rubric that allows my students to know my expectations (see attached). I also then realized that there were speaking skills that I wanted them to think about and be graded on when they presented which required another rubric.

After I determined how I was going to grade I had to look at my overall grading philosophy and point of view. Because design thinking is more about the process and it is never really ever done, student's work should not be as well. I came to see and realize that I was actually harming my students by not having them re-do every assignment until it meet the expectations and showed that they were able to apply their learning. So I went to a standard based mastery grading on a four point system. A four means that students not only understood the concept and applied it but pushed themselves to be creative in the process. A three means that a student meet the expectations by applying the concept. A two means they need to take the feedback I provided and re-do the assignment. I do not accept anything less then a two. On a grading scale a 4 is an A, a 3 is a B, and 2's have no real value as they need to re-do it anyway.

When I first introduced this to the students they were excited that they can wait to turn in work until the end of the semester. When I informed them that they still have to turn it in on time so I can give them feedback they realized that they had no option but to be successful. When a student did not turn in their assignment on time I had them call home right then and there as a consequence.

This is a real shift in thinking for me but I have already seen success. Students are turning in their work and realizing that they just need to give 110% the first time so they don't have to waste time and do it again.

Oral Presentation Rubric
https://docs.google.com/document/d/1keX9c31KkRaL2d91JwBVyY-F07D0IGlbI__At1N16JI/pub

Design Challenge Rubric
https://docs.google.com/document/d/18MbJmMojxyfdu9Bjsrt0Or8V4T4zUTX8o3lM03qpBtw/pub

Helping student achieve design thinking with task cards

As I have gone through the design thinking process with my students four times now I have noticed that not all my students are understanding each step of the process in the same way. It seems like no matter how many times I explain and model each step there is still confusion and way to much hand holding. So I put myself through the design process myself....

Here is what I came up with:

Problem finding: Students struggle with the concept and the tools needed for each step
Empathy: This is really new to all my students and they need something tangible they can refer to.
Define focus: Need statement- The students need a tangible product as a tool belt so as to use each step of   the design thinking process correctly.
Ideate: Options included QR codes to videos or websites, Livebinder with resources and videos, a flip chart, reference cards.
Prototype: I started to create QR codes but struggled to find videos. I am working on videos for each step   done by students (but this will require students who really understand it which I am lacking at this                   point and I really want a student not myself, but that may be the first run!). I also prototyped a set                 of cards that has each step, a small explanation of the step, and strategies for them to use. I plan                   to laminate these, put them on rings and have one for every table group
Test:  Now on to test the card idea first and see if it really meets the needs of my students!