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Action Research on the Assessment and Grading Practices of Grade 7 Mathematics
Gary JohnstonSpring 2012
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
Changes to the Grade 7 Math ProgramPart 1:Grading Changes
Part 2: Assessment Changes
Part 3: Our Results
Part 1-How we changed our grading practice
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)
Part 1 Continued: Why we changed our gradingWant 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.
Part 1 Continued: How Practice/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
Part 1 Continued: How Quizzes were usedFormative feedback-
Assessed by TeacherProcedurally 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.
Part 1 Continued: How Projects were 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?
Part 1-How Summative assessments 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)
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
Part 2-How we changed our assessments
Part 2-How we changed the quality of 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.
Part 3-The Results
Grade 7 Math Mean MAP Test Scores
215225235245
Spring Scores
*NWEA RIT Scale Norms 2011 page 46
Both Elshoff’s and Johnston’s classes
Grade 7 Median Math RIT Increase 2010-2012
0246
Median Increase from Fall to Spring
Median Increase from Fall to Spring
Both Elshoff’s and Johnston’s classes
Grade 7 Mean RIT Increases 2010-2012
2010-2011 2011-2012232234236238240242244246248250
Spring ScoreFall Score
Internal Test Grade Changes: Unit 1-Unit 7
F D C B A0
2
4
6
8
10
12
14
16
Test Grades for Unit 1Test Grades for Unit 7
*Johnston’s Class Only
Typical Scores on Assessments
Quiz Practice Test Final Test58%60%62%64%66%68%70%72%74%76%
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?
Did the grading policy this year help you become a better student?
No, ve
ry m
uch
No som
ewha
t
Neutra
l
Yes,
somew
hat
Yes,
Very M
uch
05
101520253035
Number of responses
Number of responses
What are the strengths of offering 2-3 levels of “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).”
Which element of practice/assessment has helped you learn the most?
Homework Quizzes Projects Practice Tests
05
101520253035
Number of Responses
Number of Responses
How would you rate your learning of math this year compared to other years?
0
10
20
Number of responses
Number of responses
In general, how would you rate your “stress” level of this math course?
Not str
essfu
l at a
ll
Usuall
y not
stres
sful
Neutra
l
Somew
hat s
tressf
ul
Extrem
ely St
ressf
ul048
121620
Number of responses
Number of responses
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”
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=jdrbk0002ZpFyaNKx1e%2f2ylLnJt%2fErryKohL0pMSnpI%3d