tag:blogger.com,1999:blog-6875495717243167933.post4166676375891958250..comments2024-02-26T19:11:08.879-05:00Comments on A Little Stats: Assessment TwistsAmy Hoganhttp://www.blogger.com/profile/16977577345624584601noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-6875495717243167933.post-64835466118785536802016-12-04T08:23:22.713-05:002016-12-04T08:23:22.713-05:00Thanks for your advice! You sound very experience...Thanks for your advice! You sound very experienced teaching AP Stat. I like the idea of swapping papers from other sections. That will work for me. I will definitely start by grading one as a class.Anonymoushttps://www.blogger.com/profile/01612874502703083417noreply@blogger.comtag:blogger.com,1999:blog-6875495717243167933.post-1780561516731043932016-12-03T08:21:07.193-05:002016-12-03T08:21:07.193-05:00I do this regularly but I have students do the pee...I do this regularly but I have students do the peer assessment in class. We go over the rubric together. I add some advice here and there. They can help each other to assess and also me (& the whole class) questions. I usually have students rate papers from another period, to make it easier to discuss student work and responses. If you only have one class, this will be a little weird perhaps. You might start with taking one paper and grading it as a class. I do look at students' rating of their peers and give them a grade for their assessment. If a student doesn't assess their peer properly, I reserve the right to reduce their assessment grade. It's been a great way to get students familiar with the rubric, scoring, and also critically analyze another student's work.Amy Hoganhttps://www.blogger.com/profile/16977577345624584601noreply@blogger.comtag:blogger.com,1999:blog-6875495717243167933.post-28013641986518960482016-12-03T07:55:59.189-05:002016-12-03T07:55:59.189-05:00I too teach AP Statistics. I am considering havin...I too teach AP Statistics. I am considering having students use the AP Scoring guidelines to score a classemates work. Have you ever tried this? I am considering having everyone do an AP question individually. Then, for homework, each student would have to score a different students work using the AP guidelines. Then, I would randomly select about 5 sets to grade. I would be grading both the grader and the question. The reason for only grading about 5 sets is to reduce the time that I spend grading. I am afraid that I won't do this too often if I am overwhelmed by the paper work. In the end, if the graders of the randomly selected papers graded well, I would award the entire class some points for grading properly (I am hoping that this random method would prevent kids from just giving their buddy a good grade). Then, each individual in the class would also get the grade that the student who graded their work awarded them. I know this sounds really confusing but I think it may be worth a try. I really want my classes to see how strict the AP standards are. Anonymoushttps://www.blogger.com/profile/01612874502703083417noreply@blogger.comtag:blogger.com,1999:blog-6875495717243167933.post-39987701527319517802015-08-06T11:07:04.790-04:002015-08-06T11:07:04.790-04:00Kelly, I don't use standard-based grading so y...Kelly, I don't use standard-based grading so you'll forgive me if I'm not addressing what you need. (I'm interested to see how this could be integrated into a SBG scenario.) I can clarify, however, how this might work. I'll use an easy example-- let's say students are asked to solve an equation that involves 3 steps. A struggling student might be proficient at two of those steps, but shaky on the third. Now imagine, that that student has his/her peers to give feedback on that third step. Or can ask questions of his/her peers about the work that they're doing. The advantage here is the immediate peer feedback they are receiving while they are working.<br /><br />I think that's a very powerful tool for that student's learning. They can still demonstrate what they know while having the support of peers who can help with what they might still need help. I found that many of my students were more comfortable with doing tasks on their own (on a subsequent test or activity) if they were initially able to do them as a group first. Most of the skills (and thinking) that students use in my classroom build on each other, so a student is continually revisiting past topics in new ways. <br /><br />Could you see this in your classroom as an activity without a grade, but to give feedback? That might be a good first step. I'd be interested in hearing feedback from teachers who use SBG to see how that might be implemented.Amy Hoganhttps://www.blogger.com/profile/16977577345624584601noreply@blogger.comtag:blogger.com,1999:blog-6875495717243167933.post-45184823950723426632015-08-06T08:14:21.622-04:002015-08-06T08:14:21.622-04:00I have been thinking about this post, and I have b...I have been thinking about this post, and I have been especially thinking about this statement that you made: "Group tests and/or assessments can help students who are struggling to keep up with the pack, while still providing a way for those students to contribute."<br /><br />Can you clarify more about what you mean? Do you mean that it helps struggling students get a better grade? Or a better understanding? Or both? And do you have more evidence to add to that? I could definitely see it helping with a grade, but I'm trying to see how it will help them with understanding without sacrificing or obscuring the conversation between them and me (which is how I view assessments in my classes).<br /><br />I'm not sure I could adopt any of these right now as part of an assessment scheme (with the way that I am grading now, it is very important to me that any work that counts for their grade is done individually even though a lot of other work is done together), but I'm interested in thinking about it more. My biggest concern is a student fooling himself (and fooling me) into thinking he understands something well when he actually is has a gap (filled through some group work) that could have been fixed if I'd forced him to work individually. (I use standards-based grading, so students take multiple assessments on the same objectives and can continue working and revising until they reach the level of mastery that they want—or until they run out of time in the year.)<br /><br />Okay, I hope you were looking for rambling, thinking-through-things comments here! :)<br /><br />-KellyAnonymousnoreply@blogger.com