Student choice in Showing their Best Work
Written by Nick Bacon & Tobey Thorn
nick.bacon@uamaker.nyc | tobey.thorn@uamaker.nyc
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Problem of Practice
In Physics, we assess all five of our standards (Scientific Investigation, Scientific Modeling, Scientific Analysis, Scientific Explanation, and Scientific Literacy) several times a month. Students, therefore, generally have weekly opportunities to be reassessed in all of our standards.. However, in the spirit of mastery based grading, we wondered if there might be a way to expand opportunities for students to show the full range of their competencies. We decided to implement a strategy by which students could choose one of two assignments each week to turn in to demonstrate their understanding of the standards.
Hypothesis
If students are given a choice of which assignments to turn in to show their proficiency in a given standard, then the accuracy of our grades as a reflection of student competencies will increase.
Target group
We chose an ICT section of our physics class, our B group, though we also applied the same strategies in all of our sections. Our B group is an engaged class that is composed of diverse learners, including ELL students and students with IEPs. Because of their engagement, we were less likely to see Xs or behavior-related issues distort the data. Because of the diversity of learners, we were also able to see some evidence for how the strategy we chose supported different subgroups.
Planning & resources
As a science department team, we went over each teacher’s approach to competency based grading in various meetings.
In our Inquiry group, Lindsey demonstrated a contemporaneously created strategy that similarly gave students choice (in her case - on which standard to do work on).
Various teachers linked to their reassessment plans through the Week Ahead.
Reflection
How we measured success:
We compared the results of sample grades before the plan and after the plan, based on two assignments that used the same standard. While this sample was much too small to be used beyond the scope of this inquiry project, the results were of interest.
Use this link if you want to make a copy of the feedback form we used!
See student feedback below!
Samples of Student FeedbackAnalysis:
We found that students had an average of 2.5/4.0 on the assignment for which there was only one option vs. just over 3.0/4.0 on the assignment for which they had two possible options (and could therefore select their best work). Interestingly, however, there were more Xs (4 vs 3) for the assignment that had options than the one that didn’t. Also, no students who had a 1 on the first assignment got a 2 or higher on the second. Many hadn’t handed it in at the time that I analyzed data. This suggests that most of the gains we’ll see if we use the ‘choice’ method will go to middle and higher level students with good attendance, focus, and phone-policy compliance. Students with low attendance or assignment completion rates, or students who do complete assignments but not at a level of proficiency, are less likely to benefit from the approach. However, in this subgroup at least, lower performing students don’t seem to not benefit either. (Anecdotally, a few lower performing students in other classes seemed to be less likely to fully finish the work they turned in - I suspect because they weren’t sure which options they’d be given the choice to submit. This is a concern, but should be dealt with by encouraging students to complete all assignments as if they’ll be turned in, rather than taking away the incentive to practice all skills by telling them exactly what will be collected - and therefore, which won’t).
When students themselves were asked to give feedback (anonymously), almost all students preferred the new policy without comment. In a few samples, linked here, there was a bit of nuance, however. Some students indicated that it could mean there was more work to do, or that they might be unprepared (which I interpret to mean that it’s easy to focus attention on a single assignment rather than all assignments). Again, the vast majority of students saw only pros and no cons.
In all, while more data should be looked at, and while multiple assignment choices may only work for certain units, I do recommend using it when applicable.
Actionable steps
If you want to use this strategy in your classroom, we recommend …
... an approach by which students have a choice of assignments but aren’t sure which those will be. This will minimize one of the downsides of this plan (being less effective at curtailing non-attendance, lateness, and non-completion of in-class assignments or homework ). For example, we told students ahead of time that we would collect work but that they would not know which assignments. Students had 4 assignments each week, but we did not tell our students which two of the four they would be able to choose from until we asked to collect their work.
Reach out to Nick or Tobey if you have any questions, or want support adapting this practice to your classroom!
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