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Research PresentatioThe Effects of Student Assessment Choices on 11th Grade English Student Achievement and Attitude toward Assessmentn
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Research PresentatioThe Effects of Student Assessment Choices on 11th Grade English Student Achievement and Attitude toward Assessmentn

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MA in Education Research Defense Opening PowerPoint

MA in Education Research Defense Opening PowerPoint

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  • 1. The Effects of Student Assessment Choices on 11 th Grade English Student Achievement and Attitude toward Assessment Matthew Prost
  • 2. Introduction
    • “There is small choice in rotten apples.”
    • The purpose of this study was to investigate the effects of 11 th English student assessment choices on student achievement and attitude toward assessment
  • 3. Sub-Questions
    • What was the effect of student choice of assessment on 11 th grade student comprehension of short stories?
    • How did teacher selection of student assessments affect 11 th grade student attitude toward assessment?
    • How did student selection of student assessments affect 11 th grade student attitude toward assessment?
  • 4. Research Hypothesis
    • Student choice of assessment will affect the short story comprehension of 11 th grade students.
  • 5. Literature Review – Student Motivation
    • Suldo, Shaffer, and Shaunessy (2008)
      • Low-achieving students in general education and college prep programs = lowest attitudinal scores
      • High-achieving students = most favorable attitude (NOT toward teachers)
    • Lam and Law (2006)
      • When teachers adopted more motivating teaching strategies, student performance improved.
      • Performance in writing also improved when motivated.
  • 6. Literature Review – Student Achievement
    • Tse, Lam, Chan, and Loh (2006)
      • Found a link between reading attitude and attainment.
      • Gender link found as well.
    • Hannafin (2004)
      • Found that low-ability students scored higher in a less structured program
      • Found that high- and medium-ability students scored better in a structured program.
  • 7. Literature Review – Assessment Strategies
    • Gulikers, Bastiaens, and Kirschner (2004)
      • Suggested that student perceptions should be considered in designing effective authentic assessment.
    • Dorman and Knightly (2006)
      • Encouraged student involvement in assessment.
    • Lizzio and Wilson (2008)
      • Specific and positive feedback gave students a feeling of effective help.
  • 8. Design
    • 62 11 th grade English students at Luther Preparatory School
    • Control
      • Two sections (13 and 17)
    • Experimental Group
      • Two sections (15 and 17)
    • Two short stories units in a six week timeframe
    • Control group was given teacher designed formative and summative assessments.
    • Experimental group could choose their formative and summative assessment format.
  • 9. Design Continued
    • At the conclusion of the units, both the control and experimental groups were given a survey using a Likert-like scale with questions designed to to assess student attitudes toward assessment and English class. (Qualitative Data)
    • Student grades in summative assessments were also tabulated for both groups. (Quantitative Data)
    • T-test for independent samples at the .05 level of significance was used.
  • 10. Results
    • Formative Assessment
      • No student chose to create his or her own construct.
    • Summative Assessment
      • 45.13% of the time students chose to create their own construct.
      • Dialogue for “The Devil and Tom Walker”
      • Visual map of “The Minister’s Black Veil”
      • Monologue for Aunt Georgiana in “Wagner Matinee”
      • Eulogy for Granny Weatherall
  • 11. Results Continued
  • 12. Results Continued
  • 13. Results Continued
    • Statistic Value
    • No. of Scores in Group X 30
    • Sum of Scores in Group X 2678
    • Mean of Group X 89.26667
    • No. of Scores in Group Y 32
    • Sum of Scores in Group Y 2966
    • Mean of Group Y 92.6875
    • t-Value 0.147857
    • Degrees of Freedom 60
  • 14. Conclusion Based on Quantitative Data – Sub Question 1
    • The data were insufficient to reject the null hypothesis, and therefore student choice of assessment does not affect the short story comprehension of 11th grade students.
  • 15. Results Continued
    • Choice in assessment is important to me.
    • Choosing my own assessment would give (gives) me a sense of achievement.
    • Choosing my own assessment would help (helps) me to focus my attention in these units.
    • Choosing my own assessment would involve (involves) more work than tests and quizzes.
    • An assessment of my own choosing would allow (allows) me to identify my strengths and weaknesses in my study of literature.
    • I would gain (have gained) further insight into my approach to learning as a result of choosing my own assessment.
    • Tests provide a useful means of assessment.
    • I would find (find) student directed assessment to be too ambiguous and undirected.
    • The ability to choose would help (helps) me to better understand the stories.
    • A written test would accurately demonstrate (accurately demonstrates) my learning and knowledge in English class.
  • 16. Results Continued
    • Tests proved a useful means of assessment (7)
    • Written tests accurately demonstrated their learning and knowledge (10)
    • Ambiguous nature of student-designed assessment (8)
    Sub Question 2
  • 17. Results Continued
    • Choice in assessment was very important to students (1)
    • Assessment of own choosing allowed them to identify strengths and weaknesses (5)
    • Student-directed assessment was not too ambiguous and undirected (8)
    Sub Question 3
  • 18. Results Continued
    • Felt teacher-designed tests demonstrate learning and knowledge (10)
    • Perceived tests more negatively as a means of assessment (7)
    • Choosing assessment involved more work than tests and quizzes (3)
    • Choice in assessment was important as well as gave a sense of achievement (1 and 2)
    Side-by-Side Comparison Overall, the data seem to indicate that the attitude of the experimental group students was affected positively when given choice in assessment
  • 19. Conclusions
    • Influences on Achievement
      • Teacher bias
      • Stronger students in one section
      • High level of expectation set at school
      • Innate student motivation
    • Student Choice (Formative Assessment)
      • Herd mentality
      • Confidence in grading
      • Consideration of work
  • 20. Conclusions
    • Lack of Impact on Grades
    • Limitations
      • Timeframe
      • Not a true random sample
    • Student Attitude
    • Areas to Change
      • Time (of year and length)
      • Other genres
      • Different grade levels
      • Other areas of the curriculum