Student Empowerment through Independent & Collaborative Scoring Project

PLO GOALS

• Develop an understanding of differentiation, agency, metacognition, and Universal Design for Learning (UDL) and the intersections between them
• Develop a toolkit of structures and strategies to respond to the needs and create access for all learners
• Explore the impact of differentiation, agency, metacognitive and UDL practices on students

PLO LEARNINGS

• In order for the learning to enter long-term memory… ① Hijack the brain by providing a relevant, meaningful and enjoyable lesson→ ② Provide multiple entry points for introducing new lessons (interests, prior knowledge, past experience)→ ③ Provide multiple solution paths since the brain has to find a way to reconcile with previous knowledge → ④ Allow students to struggle and resolve “cognitive conflict ”→ ⑤ to keep students hooked, increase “intrinsic motivation” through autonomy (give meaningful choices for empowerment), connection (connect to each other collaboratively and to the real world), pursuit of curiosity in the progression towards mastery (balance between challenge and ability) → ⑥ allow students to self-reflect

IMPLEMENTATION

the METACOGNITIVE PRACTICES of Self and Peer Assessment and Reflection

• Students took Pre- & Post-Math Perception Surveys to define what it takes to be successful in mathematics.
• Pre-Assessment: Students solved the constructed-response problems (Part 2) from Algebra I Regents Exam.
• Students then independently and collaboratively scored their constructed-responses based on the “Scoring Key and Rating Guide” provided by New York State Education Department.
• Students discussed in a group and as a class to reach a consensus on the score without teacher intervention.
• Post-Assessment: after scoring their constructed-response by themselves and with their peers, students again solved constructed-response problems from Algebra I Regents Exam.

IMPACT AND DATA

• The students’ constructed-response score increased by 5% in the Post-Assessment compared to the Pre-Assessment, indicating that self and peer-scoring was useful in building students’ understanding.
• Post-Math Perception Survey indicates that students developed a more positive attitude toward mathematics, and their perception of what it takes to be successful in math became more aligned with the teacher’s perception.

NEXT STEPS

• “Placebo effect” refers to the real physical effect induced by people’s beliefs - could students’ belief that they can overcome any academic challenge have the most profound influence on their mathematics performance?
• Research different methods for students to be motivated and enjoy math lessons.