Artifacts - Action Research

Action Research

Artifact: View my report in one of the following formats: MS Word PDF
Are Parents and Students Consistently Aware of Academic Progress?

The Sample Assessment Graph in the Appendix can only be viewed in PDF.

Report:
Research in Information and Learning Technology IT6720
May 2003

All Douglas County (DCSD) elementary schools are using the same, standards-based Elementary Progress Report (EPR). This EPR is still in its early phases and was just adopted district-wide. The new EPR no longer contains traditional letter grades. Students are assessed on their progression towards proficiency of DCSD standards and checkpoints. Along with a transition in the progress report, the grading of daily assignments follows the same standards. The EPR and new grading practices caused frustration with some parents. Uncertainty as to how their student was performing developed. When looking at the “big picture” of their grades, students were also unaware of how they were performing.

In order to eliminate this uncertainty, students maintained an Assessment Graph folder that contained individual graphs created for each standard and checkpoint within all content areas. The graphs contained the grades earned by students on their daily classroom work. Throughout the week, students would graph their earned grades. This folder was sent home through our weekly Thursday Folder. The time interval that this folder was sent home was every other week. Folders were taken home for a total of seven weeks. Parents were responsible for reviewing the graphs contained in the folder, signing a designated paper stating that they had viewed and discussed the graph with their student, and then returning the folder with their child back to school.

After seven weeks of use, the Assessment Graphs proved to be very effective and efficient. The biggest difference was seen in the students’ knowledge of their individual performance level. The Assessment Graphs provided students with a single document that contained all of their grades. As for the parent aspect, the majority of parents wanted to see a continued use of the graphs. Both parents and students gave me valuable feedback as to what aspects of the graphs they would like to see modified.

I will be teaching this same group of students next year for fifth grade, and I will use the Assessment Graphs again next school year. I will be making a few modifications in the following areas: size of the areas where students write, a more clear explanation of each assignment, dates added to assignments, and the inclusion of Work Habits and Study Skills.

Responsibility #1: Continued improvement of professional practice that requires critical inquiry, professional development, and reflective practice.
My action research project examined the changes in grading practices and grade reporting that resulted from the implementation of the new Douglas County Elementary Progress Report. As a result of this change, students and parents alike were somewhat “in the dark” as to how the district standards were being met. Both parents and students were often surprised when the trimester report card would come home and grades were not looking as good as they had hoped.

After evaluating the situation, I realized there was a need for a new type of communication tool. This tool would serve as an informal progress report, allowing students and parents to reflect on their current academic achievements.

Responsibility #2: Designs instruction or human performance strategy to meet the needs of learners.
The problem with the lack of understanding surrounding student achievement needed to have a solution that would meet the needs of both students and parents. This solution also needed to be consistent communication between home and school.

I also believed this solution needed to be more student-centered and less teacher-centered. This approach would be the only way for students to take more ownership in their work and grades. After much thought and discussion with colleagues, I decided to create an easy-to-use folder of graphs. This folder would serve as a place where students would record their daily grades, and then take the folder home on a consistent basis to their parents. Students and parents would have the opportunity to look through the folder and evaluate progress towards a level of proficiency.

After several weeks of implementing this tool, students and parents were surveyed as to the graph’s effectiveness. Overwhelmingly, parents were very pleased with the Assessment Graphs and looked forward to their continued use. Using comments from students and parents, as well as observations I had made, the needed modifications were made to the graphs and they are once again being used this school year.

Responsibility #5: Manages complex projects and resources in support of learning.
The initial management of the Assessment Graphs took extra effort on my part. It took several weeks of “grade recording” for students to become familiar with the graphs. At the beginning of this process, students required a great deal of additional time and assistance. The extra time and effort that I invested in the process early on, eventually resulted in students successfully completing their own graphs independently.

In order to ensure that parents reviewed the Assessment Graphs, I had to devise a plan that allowed me to manage the folders. This plan took the form of an explanation letter and parent signature page, attached to the inside, front cover of the Assessment Graphs.

Responsibility #6: Uses incisive and relevant assessment and evaluation techniques.
My action research project allowed me to create a valuable tool that students, parents and I can utilize to assess student learning. The Assessment Graphs that were created as the main focus of the project also serve as a valuable accountability tool for myself. Due to the fact the graphs were set up by Douglas County Standards and Checkpoints, they allow me to quickly determine what standards and/or checkpoints I have not assessed students on.