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Transcript of Proposal template
Fall 2012 Methods
113 students in 4 sections of seventh grade English and their teacher
No previous instruction on concept being taught during data collection
Same age-range as students in original study / Studying different content
Scoring Guide for Writing - five or six traits writing rubric; traits include: Ideas & Content, Organization, Word Choice, (Voice,) Sentence Fluency, and Conventions; scores range from 1-lowest to 5-highest. The proposed study will target scores in Organziation. Different from measure in original study in that it is county-/teacher-designed, not student-designed, and assessess aspects of writing instead of science.
All students receive instruction on the Well-Developed Paragraph (WDP) formula: a tool students are required to use to structure WDP's when writing literary analysis.
2 sections in control group (receive traditional teacher feedback on writing assessments); 2 sections in experimental group (trained and participate in self-assessment process)
Of the four WDP's written to assess mastery of reading and writing skills, organization scores for first and fourth WDP will be collected. Research Questions / Hypotheses
To what extent does the experience of self-assessment (training and process) impact students' writing organizational skills?
Students who participate in self-assessment will improve their writing organizational skills significantly more than comparison students. Rationale for Proposed Study
Test familiarity could have effected results
Realistic assessment to determine student learning Research Foundation
The Impact of Self- and Peer-Grading on Student Learning
Philip M. Sadler and Eddie Good
After a Supreme Court decision in favor of peer-grading in classrooms, Sadler and Good decide to put benefits of self- and peer-grading to the test that are of teacher interest (p. 13)
Participants included four middle school science classrooms
Issues of interest:
Student grades as substitute for teacher grades
Student grading as a tool for student learning
High correlation between teacher and student grades
Bias within student grading in self- and peer-assessment
Self-assessment students made most gains in test scores Significance
The proposed study contributes more knowledge about the benefits of self-assessment on student learning
The proposed study helps teachers ascertain the value of incorporating self-assessment into their regular practice in improving performance, despite how much time is required for planning and preparation. Statement of Problem
Peer- and Self-assessment are not as widely practiced as they could be because teachers' goals are to save as much time as possible and to ensure grade accuracy for all students.
Logistical, pedagogical, and metacognitive benefits of peer- and self-assessment were contested and needed to be put to the test.
Students don't reflect on teacher feedback on writing assignments and miss out on opportunities to refine metacognitive skills necessary for learning. Abstract
Superficial teacher feedback on writing assignments combined with little to no student effort to reflect on any feedback keeps students from the opportunity to refine essential metacognitive skills. Previous research indicates that self-grading is an effective strategy for students to practice metacognitive awareness. After 9 weeks of instruction incorporating either self-grading or providing traditional teacher feedback for reflection on writing assignments, gains of 85 seventh graders’ writing scores for organization will be analyzed to determine the extent to which the metacognitive experience of self-grading improves performance. Empirical evidence should help teachers ascertain whether the time-consuming practice of self-grading is valuable to student learning. Data Analysis
To what extent does the experience of self-assessment impact student's writing organizational skills?
Descriptive statistics (means and standard deviations) are calculated in both groups for the first and fourth WDP.
Gains from first to fourth WDP are calculated, and mean gains are found.
t-test is conducted to determine the significance of the gains in both groups. The Impact of Self-Grading on Middle School English Students’ Writing Skills
Angelica Smith - University of Maryland Reference
Sadler, P. M., & Good, E. (2006). The Impact of Self- and Peer-Grading on
Student Learning. Educational Assessment, 11(1), 1-31. Planning Monitoring Evaluating Theoretical Foundation:
Metacognitive Regulation Selecting strategies
Choosing/acquiring resources Awareness of progress and performance
Ability to modify strategies mid-task Assess final product
Evaluate strategies used