Gary Johnston  Spring 2012
Rational: Years of “category grading” in the classroom with little  change in internal/external test scores. Marginal im...
Changes to the Grade 7 MathProgramPart 1:Grading ChangesPart 2: Assessment ChangesPart 3: Our Results
Part 1-How we changed grading   0% Emphasis on assignments/homework       All entered in the grade book but are practice...
Part 1 Continued: Why we changedour grading Want students to become responsible    learners, not feel entitled to third a...
Part 1 Continued: HowPractice/Assignments were Assessed  “Flipped Lessons” More time for   in-class practice.  Answers p...
Part 1 Continued: How Quizzeswere used Formative feedback-  Assessed by Teacher Procedurally low  scaffolded skill. Chec...
Part 1 Continued: How Projectswere used        •Practice on the road to                      higher understanding.        ...
Part 1-How Summativeassessments were used “Practice Test” prior to actual  test. (Actual Test was retake) Policy: “Retes...
Other supporting resources: Online curriculum and practice guides with  standards, benchmarks, essential questions, targe...
Part 2-How we changed the qualityof our assessments               Used opened ended tests which                scaffold u...
Grade 7 Math Mean MAP Test Scores250245                                                           Spring Scores240        ...
Grade 7 Median Math RIT Increase 2010-    2012               Median Increase from Fall to Spring65                        ...
Grade 7 Mean RIT Increases 2010-2012250248246244242                              Spring Score240                          ...
Internal Test Grade Changes: Unit1-Unit 7161412108                         Test Grades for Unit 16                        ...
Typical Scores on Assessments76%74%72%70%68%66%64%62%60%58%      Quiz   Practice Test   Final Test
Program Survey Questions:1.   Did the grading policy this year help you become a     better student?2.   What are the stre...
Did the grading policy this year help you  become a better student?               Number of responses35302520 1510  5     ...
What are the strengths of offering 2-3 levelsof “choice” Green, Blue and Black? “The strengths of offering two or three l...
Which element of practice/assessment hashelped you learn the most?                     Number of Responses3530252015      ...
How would you rate your learning of maththis year compared to other years?                         Number of responses2520...
In general, how would you rate your “stress”level of this math course?             Number of responses 20 18 16 14 12 10  ...
Key Findings Final tests show the highest level of understanding.  When they are administered, students have had the  mos...
Bibliography “Effective Grading Practices” ASCD  http://www.ascd.org/publications/educational-  leadership/feb08/vol65/nu...
Action research on grading and assessment practices of grade 7 mathematics
Action research on grading and assessment practices of grade 7 mathematics
Action research on grading and assessment practices of grade 7 mathematics
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Action research on grading and assessment practices of grade 7 mathematics

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Action research on grading and assessment practices of grade 7 mathematics

  1. 1. Gary Johnston Spring 2012
  2. 2. Rational: Years of “category grading” in the classroom with little change in internal/external test scores. Marginal improvement in MAP test scores. School wide “push” for using data to drive teaching, assessment practices. Earlier workshops in the year:  David Suarez: Differentiation, Math Assessment  Tom Schimmer: Assessment that Matters
  3. 3. Changes to the Grade 7 MathProgramPart 1:Grading ChangesPart 2: Assessment ChangesPart 3: Our Results
  4. 4. Part 1-How we changed grading 0% Emphasis on assignments/homework  All entered in the grade book but are practice on the way to mastery. (Schimmer) 0% Emphasis on quizzes  All entered in the grade book but are practice on the way to mastery. (Schimmer) 0% Emphasis on projects  Show real world applications, but can be superficial. Students can get help from parents, peers, and work may not be done equally in group work. Entered in the grade book. 100% Emphasis on summative assessments (final test)  “Summative evaluations are not mere reflections of retained knowledge but are the most valid and reliable indicator of depth of understanding” (Holt)
  5. 5. Part 1 Continued: Why we changedour grading Want students to become responsible learners, not feel entitled to third and fourth chances. Want to build self-discipline and self- esteem that is deserved, not sugar coating their poor academics Too many grading policies are “subjective” and prone to bias. Want “Self-Improvement” through personal assessment, not teacher-assigned work “Category Intensive” grading dilutes notable achievements.
  6. 6. Part 1 Continued: HowPractice/Assignments were Assessed  “Flipped Lessons” More time for in-class practice.  Answers posted in class so students can check!  Student’s “Self-Assess” their work on the following 3 point rubric:  3 points: Well done, complete some minor mistakes  2 points: majority complete, many mistakes  1 point: very incomplete, many mistakes
  7. 7. Part 1 Continued: How Quizzeswere used Formative feedback- Assessed by Teacher Procedurally low scaffolded skill. Check-in on basic abilities before higher order thinking applications Gave teacher opportunities to remediate understanding Entered into grade book, but given 0% weighting as it’s practice.
  8. 8. Part 1 Continued: How Projectswere used •Practice on the road to higher understanding. •Most units had a project. •Projects tend to span many days and have group elements so assessment of them is inaccurate. Who’s work are we assessing, the student’s, group members, tutors or parents?
  9. 9. Part 1-How Summativeassessments were used “Practice Test” prior to actual test. (Actual Test was retake) Policy: “Retesting is a privilege, not a right. Although we may deny students the opportunity to retest, we never deny them the opportunity to relearn” “Summative evaluations are not mere reflections of retained knowledge but are the most valid and reliable indicator of depth of understanding” (Holt)
  10. 10. Other supporting resources: Online curriculum and practice guides with standards, benchmarks, essential questions, target vocabulary and a “tally sheet” that students can use to document their understanding and make curriculum transparent. Differentiation on homework, quizzes, projects, tests Quiz Reflection on the “nature of the mistake” Warm ups and tests that have elements of previous units to keep skills sharp
  11. 11. Part 2-How we changed the qualityof our assessments  Used opened ended tests which scaffold up through higher order thinking skills (application, synthesis, analysis)  Almost exclusively word problems for “authentic purposes”  Elements of “mathematical reasoning, critical thinking”  Incorporated spiraling areas of the curriculum.
  12. 12. Grade 7 Math Mean MAP Test Scores250245 Spring Scores240 Fall Scores235 *NWEA RIT Scale Norms230 2011 page 46225 Both Elshoff’s and Johnston’s220 classes215 *Typical Grade 7 *Typical Grade 10 SSIS Grade 7 Math Math MAP Scores Math MAP Scores MAP Scores 11-12
  13. 13. Grade 7 Median Math RIT Increase 2010- 2012 Median Increase from Fall to Spring65 Median Increase from Fall to Spring432 Both Elshoff’s and1 Johnston’s classes0 SSIS Grade 7 Math SSIS Grade 7 Math Median RIT Increase Median RIT Increase 2010-2011 2011-2012
  14. 14. Grade 7 Mean RIT Increases 2010-2012250248246244242 Spring Score240 Fall Score238236234232 2010-2011 2011-2012
  15. 15. Internal Test Grade Changes: Unit1-Unit 7161412108 Test Grades for Unit 16 Test Grades for Unit 74 *Johnston’s Class Only20 F D C B A
  16. 16. Typical Scores on Assessments76%74%72%70%68%66%64%62%60%58% Quiz Practice Test Final Test
  17. 17. Program Survey Questions:1. Did the grading policy this year help you become a better student?2. What are the strengths of offering 2-3 levels of “choice” Green, Blue and Black?3. Which element of practice/assessment has helped you learn the most?4. How would you rate your learning of math this year compared to other years?5. In general, how would you rate your “stress” level of this math course?
  18. 18. Did the grading policy this year help you become a better student? Number of responses35302520 1510 5 Number of responses 0
  19. 19. What are the strengths of offering 2-3 levelsof “choice” Green, Blue and Black? “The strengths of offering two or three levels of instructional practice is that you can choose your level for your tests. If you want to challenge yourself, you can choose Blue test or Black tests.” “The strength of offering two levels of instructional practice are for green, it helps us becomes better at the skills that we are not good at and blue is for students who want to take a risk of higher level skills.” “To let each individual student choose what level they would prefer to be in, instead of the whole class doing the same thing (which would be kind of boring).”
  20. 20. Which element of practice/assessment hashelped you learn the most? Number of Responses3530252015 Number of Responses10 5 0 Homework Quizzes Projects Practice Tests
  21. 21. How would you rate your learning of maththis year compared to other years? Number of responses25201510 5 Number of responses0 Much less Less than About More Much than other average than more other years compared other than years. to other years other years years
  22. 22. In general, how would you rate your “stress”level of this math course? Number of responses 20 18 16 14 12 10 8 6 4 2 0 Number of responses
  23. 23. Key Findings Final tests show the highest level of understanding. When they are administered, students have had the most practice. Most students said the course was “somewhat stressful” followed by “Neutral” and “Usually not stressful”. Low levels of stress do increase performance. Designing “Practice Tests” to help students focus on areas for remediation helped them learn the most. 55% of respondents felt that the grading policy helped them learn math “somewhat” and 19% said it helped them learn math “very much”
  24. 24. Bibliography “Effective Grading Practices” ASCD http://www.ascd.org/publications/educational- leadership/feb08/vol65/num05/Effective-Grading-Practices.aspx Mathematics Framework for California Public Schools (Adopted by the California State Board of Education, March 2005 Published by the California Department of Education Sacramento, 2006 ) NWEA RIT Scale Norms 2011-Northwest Evaluation Asssociaion Student Survey: Survey Monkey  http://www.surveymonkey.com/MySurvey_Responses.aspx?sm=jdrbk0002ZpFyaNK x1e%2f2ylLnJt%2fErryKohL0pMSnpI%3d

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