scholarly journals Replacing the Traditional Grading System with a System Emphasizing Student-facing Formative Assessment: A Mixed Method Study in Ninth Grade Mathematics Classrooms

2021 ◽  
Author(s):  
Steven Kramer ◽  
Michael A. Posner ◽  
Nancy Lawrence ◽  
Kathleen Krier ◽  
Jennifer Roemer ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Peer Interactions ◽  
Intrinsic Value ◽  
Ninth Grade ◽  
Grading System ◽  
Standard Deviation Increase ◽  
Teacher Interviews ◽  
Traditional Grading ◽  
Mathematics Classrooms ◽  
Geometry Learning

We investigated the effects of replacing the traditional summative grading system with a system based on student-facing formative assessment: providing students feedback on their learning and opportunities to respond to the feedback; and basing final grades on learning students can demonstrate by the end of the marking period. Our mixed-methods study in ninth grade mathematics classrooms included a Cluster RCT, teacher interviews, and student surveys. We found a 0.31 standard deviation increase in algebra/geometry learning and positive impacts on students’ growth mindset, mastery goals, and peer interactions. The program did not impact students’ confidence, intrinsic value, or enjoyment of mathematics, but students with higher scores on these constructs benefitted more from the program than did students with lower scores.

Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
Chemistry Laboratory ◽  
Grading System ◽  
Traditional Grading ◽  
Final Grade ◽  
Laboratory Courses ◽  
Lower Division ◽  
Collaborative Learning Environment ◽  
Organic Chemistry Laboratory ◽  
Grade Uncertainty

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>

Leveraging Interactive Clickers as a Tool for Formative Assessment

2015 ◽  
pp. 330-350 ◽  
Author(s):  
Drew Polly ◽  
Elizabeth Rodgers ◽  
Melissa Little
Keyword(s):  
Elementary School ◽  
Formative Assessment ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Fourth Grade ◽  
Elementary School Student ◽  
Mathematics Classrooms ◽  
School Classroom ◽  
University Professor

This chapter provides an overview of interactive remote clickers and how they can be used in an elementary school classroom as a tool for formative assessment in mathematics. The authors share the perspective of a university professor, two teachers, and an elementary school student about the benefits of these types of devices in mathematics classrooms. To this end, they present two vignettes from two fourth grade classrooms and findings from an exploratory study that examined the influence of clickers on teaching and learning in classrooms. Implications and recommendations for using these devices in elementary mathematics classrooms are also provided.

Developing Student Agency to Support Learning-Trajectory-Based Formative Assessment

2020 ◽  
pp. 151-164
Author(s):  
Alison Castro Superfine ◽  
Kathleen Pitvorec ◽  
Timothy Stoelinga
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Professional Learning ◽  
Collaborative Inquiry ◽  
Learning Goals ◽  
Learning Trajectory ◽  
Instructional Decisions ◽  
Student Agency ◽  
Mathematics Classrooms ◽  
Inquiry Approach

High-quality formative assessment practices depend on teachers having a clear sense of learning goals, an understanding of the learning trajectories students progress along toward these goals, criteria for assessing students' progress, and ways of using this information to inform instructional decisions. In this chapter, the authors describe efforts to support teachers' practice with a focus on learning trajectory-based formative assessment. These professional development efforts moved away from delivering professional development to teachers and evolved into professional learning with teachers as co-researchers and co-designers. The authors discuss this collaborative inquiry approach to supporting elementary teachers' understanding and use of learning trajectory-based formative assessment in mathematics classrooms, and share examples of the various forms of inquiry developed, and ways in which teachers engaged in these activities as part of the collaborative inquiry.

scholarly journals Feasibility and Outcomes of Implementing a Portfolio Assessment System Alongside a Traditional Grading System

2016 ◽  
Vol 91 (11) ◽  
pp. 1554-1560 ◽  
Author(s):  
Celia Laird O’Brien ◽  
Sandra M. Sanguino ◽  
John X. Thomas ◽  
Marianne M. Green
Keyword(s):  
Portfolio Assessment ◽  
Assessment System ◽  
Grading System ◽  
Traditional Grading

scholarly journals Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
Chemistry Laboratory ◽  
Grading System ◽  
Traditional Grading ◽  
Final Grade ◽  
Laboratory Courses ◽  
Lower Division ◽  
Collaborative Learning Environment ◽  
Organic Chemistry Laboratory ◽  
Grade Uncertainty

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>

scholarly journals Formative Assessment Visual Feedback in Computer Graded Essays

10.28945/2843 ◽  
2005 ◽  
Author(s):  
Robert Williams ◽  
Heinz Dreher
Keyword(s):  
Computer Graphics ◽  
Formative Assessment ◽  
Visual Feedback ◽  
Grading System ◽  
Essay Grading

In this paper we discuss a simple but comprehensive form of feedback to essay authors, based on a thesaurus and computer graphics, which enables the essay authors to see where essay content is inadequate in terms of the discussion of the essay topic. Concepts which are inadequately covered are displayed for the information of the author so that the essay can be improved. The feedback is automatically produced by the MarkIT Automated Essay Grading system, being developed by Curtin University researchers.

scholarly journals Assessment Orientations of State Primary EFL Teachers in Two Mediterranean Countries

2016 ◽  
Vol 6 (1) ◽  
pp. 9-30
Author(s):  
Dina Tsagari
Keyword(s):  
Second Language ◽  
Primary School ◽  
Formative Assessment ◽  
Professional Training ◽  
Language Assessment ◽  
Teacher Interviews ◽  
Knowledge And Skills ◽  
Mediterranean Countries ◽  
Efl Teachers ◽  
Language Testing And Assessment

Many researchers have highlighted the central role that assessment plays in second language (L2) classrooms and have expressed the need for research into classroom-based language assessment (CBLA), an area that is gradually coming into its own in the field of language testing and assessment (e.g., Hasselgreen, 2008; Leung, 2014; Hill & McNamara, 2012; Turner, 2012). Motivated by the prominence of CBLA in recent discussions, the present study set out to investigate the CBLA practices, knowledge and skills of Greek and Cypriot primary school EFL teachers. The data was collected through teacher interviews and classroom-based tests. The results showed that teachers employ a summative orientation towards evaluating their students’ performance and seem to have unclear ideas about the purposes and implementation of formative assessment, mainly due to lack of professional training in language assessment. The paper concludes with suggestions as to how EFL teachers’ CBLA literacy can be enhanced.

Using the AMC Anywhere Web-Based Assessment System to Examine Primary Students' Understanding of Number Sense

2015 ◽  
pp. 365-377 ◽  
Author(s):  
Christie Sullivan Martin ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Lesson Planning ◽  
Assessment System ◽  
Primary Students ◽  
Web Based ◽  
Mathematics Classrooms ◽  
Cyclical Process ◽  
Kindergarten Classroom

This chapter discusses how technology can be used to support formative assessment in primary grades mathematics classrooms. There is a specific focus on how technology can assist teachers in conducting formative assessment, how technology may be used to better understand the data produced from regularly engaging in this type of assessment, and how teachers use the data to individualize lesson planning to increase student learning. The chapter specifically examines the Assessing Mathematics Concepts (AMC) Anywhere Web-based assessment tool. This chapter describes a composite kindergarten classroom. This example is intended to illustrate the entire cyclical process of assessing students, analyzing data, and planning and implementing instruction based on the data. The chapter concludes with a discussion and implications for professional development and future instruction.

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