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Petri cwha dbq_prsnt_3-2-14

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A presentation to the California World History Association about using peer review to increase the number of Common Core writing assignments in high school social studies classrooms.

A presentation to the California World History Association about using peer review to increase the number of Common Core writing assignments in high school social studies classrooms.

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  • 1. The Power of Peer Review in High School World History Classes California World History Association Annual Conference March 2, 2014 Dr. Scott Petri
  • 2. On 2011 NAEP writing scores, 8th and 12th grade girls out-performed boys by double digits.
  • 3. This gender gap is larger in writing than in reading and is most pronounced among low achieving students.
  • 4. On the 2011 NAEP only 27% of 12th grade students scored at or above proficient in writing.
  • 5. The class of 2012 attained the lowest score (488) since 2006, on the writing portion of the SAT.
  • 6. Writing arguments has been found to promote greater audience awareness and syntactic complexity in HS students Increase the use of writingfrom-sources tasks which integrate reading and writing i.e., document based questions (DBQs).
  • 7. • Students at two schools were given a series of complex writing tasks or DBQs. • In order to measure student effort, words produced were analyzed per class. • The mean word production numbers were compared to the averages from the first task to determine how much student effort had improved.
  • 8. Cohort I DBQ Performance Sample P 2 Non-Violence Essay D C B A
  • 9. Words produced per hour by Cohort I Students (N=105, Feb. 2012) Low: 014 High: 617 Mean: Median: 186 163
  • 10. Words produced per hour by Cohort I Students (N=105, May 2012) Low: 076 High: 990 Mean: Median: 342 315
  • 11. Increase in Word Production Low: 062 High: 373 Mean: Median: 156 152
  • 12. Cohort II Consequences of the Cold War Essay Low=220 Median=410 High=608 (N=29) 13 missing assignments
  • 13. Cohort II DBQ Performance Summary Total Student Class Per. Load Low Median Missing/In Didn't complete Compl % High Compl % P1 44 125 350 600 12 27% 73% P2 42 220 410 608 13 31% 69% P3 44 28 271 519 20 45% 55% P5 44 36 250 415 21 48% 52% P7 30 101 345 546 12 40% 60% P8 25 52 203 405 10 40% 60% AVG 38 94 305 516 15 39% 61%
  • 14. Comparing Cohorts Sample Size (N) Assignment Cmplt. Rate WPH Increase Course Pass Rate Course Fail Rate Cohort 1 105 70% 156 72% 28% Cohort 2 210 71% 193 74% 26% Avg. # of Missing Days Avg. # of Tardies Missing Instrctnl Minutes Ind. Course Overall Grade Mean Stdnt GPA Mean Cohort 1 9.69 7.87 912 2.62 2.04 Cohort 2 7.06 0.84 648 1.74 1.95 # of Failing Students Failing Males Failing Females Cohort 1 33 22 11 Cohort 2 55 40 15
  • 15. Student & Teacher Perceptions How confident are you coming up with a thesis for a DBQ? (N=106) How confident are you in teaching students how to write a thesis for a writing task/essay? (N=66)
  • 16. Student & Teacher Perceptions How confident are you that you know how to use a document to support your thesis? (N=106) How confident are you in teaching students how to use evidence to support a thesis? (N=66)
  • 17. Student & Teacher Perceptions How confident are you that you can adequately explain each document? (N=106) How confident are you in teaching students how to paraphrase/explain primary source documents? ? (N=66)
  • 18. Peer Review Experiment (N=116)
  • 19. Results/Data • Low Word Count: 14 • Mean Word Count: 346 • High Word Count: 730 • • • • 14 A’s 40 B’s 38 C’s 24 D’s • 116 graded assignments • 92 proficient students (79%) • 24 non-proficient students (21%)
  • 20. Peer Review Activity
  • 21. Contact: scottmpetri@gmail.com 818.319.2581 Call for teachers willing to participate in a larger study on HS student peer review.