Regina Crawford
E. T. Booth Middle School
6th Grade (formerly 8th grade)
 Is

there a differential impact on writing scores
on standardized tests when the new CCGPS
English language arts standar...
 Standards

changed
 Want as many students to write well to
increase rates of M and EXC on standardized
writing assessme...
 GA

measures students in 8th grade on ability
to write an expository or persuasive essay in
January of each school year
...
8th grade teacher @ E. T. Booth Middle in CCSD
 Administrator approval
 CCSD approval
 PC approval
 IRB approval
 Col...
 Comparing

2012 and 2013
 T-test score p=0.229, which indicates no
significant difference between the 2 years
 Overall...
 1st

year of CCGPS implementation
 GA required a minimum number of
compositions. Teachers using more instant
grading pr...
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Specialist research presentation

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Specialist research presentation

  1. 1. Regina Crawford E. T. Booth Middle School 6th Grade (formerly 8th grade)
  2. 2.  Is there a differential impact on writing scores on standardized tests when the new CCGPS English language arts standards are implemented?
  3. 3.  Standards changed  Want as many students to write well to increase rates of M and EXC on standardized writing assessments  Inform me of changes that I might need to make
  4. 4.  GA measures students in 8th grade on ability to write an expository or persuasive essay in January of each school year  Students are scored in 4 domains: ideas, organization, style, & conventions
  5. 5. 8th grade teacher @ E. T. Booth Middle in CCSD  Administrator approval  CCSD approval  PC approval  IRB approval  Collected data (non-identifying information)  Compared 2 similar populations of students in 2012 and 2013  T-test to compare scores of 2 years  Mean scores to compare overall scores and gender scores 
  6. 6.  Comparing 2012 and 2013  T-test score p=0.229, which indicates no significant difference between the 2 years  Overall mean decreased by 3 points from 2012 (229) to 2013 (226)  Decrease in females 2012 (232) to 2013 (230)  Decrease in males 2012 (226) to 2013 (221)  DNM 2012 (2%) 2013 (1.7%)  M 2012 (86%) 2013 (92%)  E 2012 (11%) 2013 (6%)
  7. 7.  1st year of CCGPS implementation  GA required a minimum number of compositions. Teachers using more instant grading programs  Students are more frequently scored holistically versus by domains. Less formative assessments and quality feedback  Quantity does not always equal quality.  If a teacher has 120 students he/she is grading 2,880 essays per year (does not include research connections or routine writings)

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