Your SlideShare is downloading. ×
Specialist research presentation
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Specialist research presentation

43
views

Published on

Published in: Education

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
43
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Regina Crawford E. T. Booth Middle School 6th Grade (formerly 8th grade)
  • 2.  Is there a differential impact on writing scores on standardized tests when the new CCGPS English language arts standards are implemented?
  • 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.  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. 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.  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.  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)