Freshmen Research Skills PilotObserving and Assessing Student Learning John Burns, History teacher Deeth Ellis, Librarian Carolyn Fretz, Science teacher Caroline Prinn, English teacher December 8, 2011
Goals of Project Cross curriculum (History, Science, English) Document student thought process Collect data through assessment and observation Determine if skills lessons made a difference
The Need: Teachers ObservationsWant Students to INDEPENDENTLY: find relevant and reliable resources develop strategies when it gets difficult synthesize and construct new knowledge Learn to navigate library resources (print books, ebooks, databases, citation information)How do we scaffold and prepare students to do this?
The Need: Students Flounder I can’t find anything on Google! My teachers wants me to narrow my topic more. I tried the library databases and couldn’t find anything. How do I choose what to use? I don’t know how to begin.How do we increase skills and confidence in order to improve student performance and lower stress?
Our Pilot:Freshmen Skills Projects East Asia Research Mr. Burns / History Constellation Brochure Mrs. Fretz / Earth Science Mythology Storytelling Ms. Prinn / English Skills across the curriculum Ms. Ellis / Library Science
Consistencies throughout each project inpilot . . . Formative and summative assessment Formal library instruction Student feedback on resources, strategies and pilot Research work graded Looking at student work Noodlebib for citation
Differences in projects Group vs. individual work Citing images Annotated vs. not annotated bibliography Note taking sheets
Our Tools Pre/PostStudent Assessment Source Evaluation Sheets Interviews with Students Noodlebib
Pre & Post Assessment
Project Assessments Formative Assessments Source Evaluation Forms Noodlebib Conferencing with students Summative Assessments 20 points for variety, evaluation and selection of quality resources. (All placed in Noodlebib.)
Source Evaluation Sheet
Goal of Source Evaluation Forms* WHAT type of information WHEN in process do I need it HOW to determine relevance NEXT steps SHARE CITE*Used as Formative Assessment
Noodlebib Correctly format citations Collaborative Tool for Groups Share with teachers (formative assessment) Generate bibliography with annotations Connect to Google Docs (future)
How did students do? Pre-Assessment Project Assessments Student Response/Post-Assessment
Pre and Post AssessmentResults Pre-Assessment Average: 77% Post-Assessment Average: 82%
Pre-Assessment Highlights Students were able to define: Index and keyword Plagiarism Primary source 87 % of students scored correctly on pre- assessments on these questions
Post-assessment Improvements Question 1 - Most efficient way to start a research project on Islam: 94% increase in correct answer Question 2 - Background information on European Union: 70% increase in correct answer
Pre and Post AssessmentFuture Goals Pre-Assessment: Assess all students (8th grade) Post-Assessment: Assess all students (12th grade) Questions better reflect standards in curriculum and core projects (C&I 2011)
Project Grades by Teacher
Points Lost on Research
Teacher Observations: Post-ProjectStruggles How to start research (#14 & 15) How and When to Narrow Topic Confirmed with IRP Science class Path of least resistance: Google searching Search Returns = narrowly focused webpages/magazine/newspaper articles Content farms (about.com)
Student Interviews: Questions •What did you learn? •What did you like/dislike about pilot? •What did you learn about yourself as a learner? •How might you use what you learned in the future?
Jake, Gail-Agnes and Serenaon the Library“Introduced us to resources such as databases and ebooksthat we’ll use later on in our school projects.” -Serena“It helped the progression, starting simple and getting morecomplex.” - Jake
Were Students Getting It? Website Evaluation“I know what to look for in bad websites, how to findthe good ones.”-Gail-Agnes“I have a greater appreciation for what sources mightnot be a good choice for me.” -Serena“More in depth analysis, evaluative skills.” -Jake
Were Students Getting It?Source Sheets“… waste of time when you realized the source wasn’treliable.” -Monica“Helpful…everything was laid out in front of you.” - Gail-Agnes“burdensome, not necessary, took too long, preferred usingNoodlebib.”-Justin“Start with sheets then move on to annotatedbibliographies.” - Jake
Students on Noodlebib “Last year we shared our Noodlebib accounts, teachers could review Noodlebib and the annotations could include evaluative information.” - Jake “After we select websites, books…teachers could quickly evaluate student work.” - Serena
Goals Looking Forward•Creative and useful formative assessmentsduring research process.•Use data to inform teaching that willimprove and enrich the students’ researchprocess and product.•Try new things (technology, resources,lessons) in core and smaller projects.•Find common assessments and tools thatcan be used across grade level, academiclevel and curriculum.