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Specialist research presentation Specialist research presentation Presentation Transcript

  • 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 standards are implemented?
  •  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
  •  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
  • 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 
  •  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%)
  •  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)