EDU 501: Teacher as Researcher by Whitney Valentine

Whitney A. Valentine

wvalenti — 2013-05-10 02:42:56 UTC

wvalenti@marygrove.edu

How self -assessment improves learning in math.

wvalenti — 2013-05-10 03:12:01 UTC

For my research project I plan on having students grade their

own quizzes/assessments in math then complete a retake 2-3

days later and look at what happens with their scores.

The impact of self-grading on assessments in math

wvalenti — 2013-05-10 03:20:47 UTC

Self grading is a type of self assessment. The student sees

his/her mistakes or misconceptions. Also, the student

actively watches and listens to the teacher as he/she reteaches

the assessment question to futher understanding for the

student.

Self-grading

wvalenti — 2013-05-10 03:26:31 UTC

" If students grade their own work, they see exactly where they are making mistakes.

And they obtain that feedback far sooner than if the instructor collects the homework,

grades it, and then returns it some days later." (Welmer, October 6,2009)

Marzano

wvalenti — 2013-05-11 03:25:30 UTC

“Assessment and grading are two of the most talked

about and sometimes misunderstood aspects of K-12 education” (Marzano, 2010,p. 3).

Marzano, R. J. (2010). Formative assessment & standards-based grading. (1st ed.).

Bloomington, IN: Marzano Research Laboratory.

The Impact of Self- and Peer-Grading on Student Learning

2013-05-15 16:27:42 UTC

By allowing students to self-grade assessments, teachers are sharing “the power of grading” with their students. When self-grading is completed correctly it saves the teacher time that he/she can devote to something else. Also, self-grading seems to “futher student understanding of the subject being taught”(Sadler & Good, 2006) .

Formative assessment and self-regulated learning: a model and seven principles of good feedback practice

wvalenti — 2013-05-18 04:11:24 UTC

David J. Nicol & Debra Macfarlane‐Dick (2006): Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31:2, 199-218

This study stresses the importance of using feedback to improve learning. “There is considerable research evidence to show that effective feedback leads to learning gains”

Use GoogleDocs Self-Grading Quiz as an Exit Ticket

wvalenti — 2013-05-19 03:49:26 UTC

This article incorporates formative assessment (use of exit ticket), technology (use of

GoogleDocs), and self grading. It walks you through step by step directions on how to create a self-grading exit ticket through GoogleDocs. It also tells you how to get a data analysis from the GoogleDocs for each quesion/part of the exit ticket.

Oxnevad, S. (2012, February 07). Use GoogleDocs self-grading quiz as an exit ticket. Retrieved from http://d97cooltools.blogspot.com/2012/02/googledocs-self-grading-quiz-efficient.html

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS

wvalenti — 2013-05-19 12:38:39 UTC

This article not only discussing the research behind the theory of self-evaluation but also has example models to try in the classroom.
Rolheiser, C., & Ross, J. (n.d.). Retrieved from http://www.cdl.org/resource-library/articles/self_eval.php

Student self-grading in social statistics

wvalenti — 2013-05-19 18:24:03 UTC

Edwards, N. M. (2007). Student self-grading in social statistics. College Teaching , 55(2), 72-76. Retrieved from http://web.ebscohost.com.library.marygrove.edu:2048/ehost/pdfviewer/pdfviewer?sid=02acd1eb-736d-42f5-bbbc-3df23d3ecad0@sessionmgr112&vid=4&hid=108

In this article students in a college class are asked to self-grade. According to Edwards (2007), students liked self-grading because "they identified their own mistakes, it reinforced what they learned, and they received immediate feedback" (Edwards, 2007, p.72).

Inside the Black Box: Raising Standards Through Classroom Assessment.

wvalenti — 2013-05-19 18:59:11 UTC

Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 91(9), 81-90.

According to Black and William (2009), “the central task for teachers is to engineer learning opportunities so that learners can become more expert and more responsible in guiding and furthering their own learning”.