Oh, Behave!

There are two broad categories of grading practices in the great wide world these days. One is termed "hodgepodge," referring to the mixing of student learning and behaviors (e.g., work ethic, attendance...) into a single score. The standards-based version of grading does not crunch scores for learning with student behaviors. There are variations within each category, of course. Even though this blog has modeled various ways to look at student data within a standards-based context, we've never considered options for visualizing student behavior. Time to change that.

I've built a model workbook that tracks four types of non-academic factors: attendance, work ethic, participation, and behavior. Each of the worksheets looks a lot like the gradebook. Names are on the left, but there is a series of dates across the top. There are six weeks (30 days) in the model.

Yeah, Baby

And, there's a reporting page which pulls information from each of the four worksheets. A data-validation dropdown menu for the "Last Name" automagically updates the sheet for each student. Here is what I'm thinking about for the display:

The top graph shows proportions. Attendance displays the number of days, the others the ratio of points earned. For the purposes of this tool, I've assumed that a four-point scale is available for each factor (work ethic, participation, behavior) each day. No points were assigned on days when the students were absent, as it is not possible to observe student behaviors when you aren't in the same room. The line graph below each stacked bar provides a sense of the 30-day trend. Gaps in the line represent days when the student was absent. Whatever was happening with Lucy here, looks like she had a real low point about mid-way through the grading period, but was starting to get back on track with her work ethic and participation by the end.

But I thought it might be interesting to consider the interaction between these factors...and a student's grade. So, the bottom of the report has a radar/spider/star chart. Most people are not fans of this type of graph. I'm a bit ambivalent about them, too. However, student achievement is not just about comparing categories, it's about looking for the confluence of all parts of learning to make decisions about instruction. To make the chart, I converted the total number of points earned in each category into a 4-point scale. I made up a summary grade.

So, here is Lucy's chart:

Lucy Van Pelt

Hmm. Lucy seems to have pretty good attendance and work ethic...but her grade isn't reflecting those strengths. Is her behavior in class keeping her from learning?

What about Dick Tracy, who appears to be living up to his name? Ahem.

Your name wouldn't happen to be "Dick," would it?

This looks like a student who could make a teacher pull his/her hair out. They show up nearly every day and act like a terror when they're there. What do we do about a problem like Dick Tracy? How do we channel his energy into something more productive?

For a final example, here's Flash Gordon.

Flash, ah-ah!

Good attendance, behavior, and work ethic...participation isn't great, but is happening. What's the deal with his grade?

In the next post, I'll lift the curtain and talk about some of formulas behind this beast, but if you're ready to play, you can download the workbook here. Let me know what you think about the graphs. Too much or too little information? Other ideas for the display?

Bonus Round
I've tried to give each student a story with the data. If you're looking for something to start some PLC conversations, you can also use the workbook that way.