Grading and Interpretation of Assessment Data

Jodie Winchester

Part One - Graded Assessments:

1. Student One
a. https://drive.google.com/file/d/0BzuOUJ272_ZiYk9DR0twZThCZnc/view
2. Student Two
a. https://drive.google.com/file/d/0BzuOUJ272_ZiQjNqMWgxeHVxa3c/view
3. Student Three
a. https://drive.google.com/file/d/0BzuOUJ272_Zia2VBNmcyWmtlejQ/view
4. Student Four
a. https://drive.google.com/file/d/0BzuOUJ272_ZiVVJwZE4yVXNEU2M/view
5. Student Five
a. https://drive.google.com/file/d/0BzuOUJ272_ZiRmkzUkhoMDhTTTg/view
6. Answer Key with Rubric
a. https://docs.google.com/document/d/1C8CfsWDoAHeHzZlMDzbBcfVcKRcnrS
SY9Vp7E5-yJQM/edit

Part Two - Visual Representation of Data:

Part Three - Reflection:

Interpretation of Data
Introduction
During the grading process for the summative assessment, the grader used practices to
avoid having bias and they also used additional practices to enhance the grading process. The
assessment was given to five different students ranging in age and education completed. The data
collected from the summative assessment, reviewed, and conclusions were made based on the
data. From the results, decisions were made about the next steps to be taken in the classroom as
well as individual students. The data displayed students struggling with certain learning
outcomes and additional time needs to be spent on those outcomes. Additionally, the teacher will
display the material in a different way so students will hopefully gain a better understanding.
Overall, the goal of interpreting data is to draw conclusions on the student's knowledge,
determine the best grading practices, and awareness of bias.
Best Practices for Grading the Assessment and Avoiding Bias
At the beginning of the grading process, all five assessments were obtained and enough
time was allotted for one grader to evaluate all of the assessments. Additionally, the individual
graded each page separately for all assessments based on an answer key and rubric provided that
outlined the guidelines for receiving partial credit. The objective of designing the grading
process in this manner was to create consistency. By creating consistency, the students will be
evaluated on the same criteria and each grade will fairly be calculated based on all of the
assessments taken.

Also, the grader refrained from looking at the name on the assessments in an effort to
avoid bias. In a research study about anonymous grading, the findings suggested keeping
students anonymous whenever possible in order to minimize the risk of unfair grading (Malouff,
Emmerton, & Schutte, 2013). In additionally support to anonymous grading, an article written
about differential grading displayed the effects teachers race, gender, and ethnicity are likely to
influence their evaluations on assessments (Rauschenberg, 2014). By leaving the assessments
anonymous, the influences of bias were mostly avoided and the anonymity promoted a fair
grading system.
Once the grading process was completed, the assessments were given to the students for
them to review and ask questions to enhance their knowledge on the material for the future.
Furthermore, the student will have the opportunity to receive half the amount of points missed on
the assessment. While reviewing the data from the summative assessments, the teacher believed
test corrections would be the best option for all the students because it allows the student to
review their work and discover the point where the problem became inaccurate. Through test
corrections, the student will hopefully benefit by obtaining a better understanding and higher
grade on the assessment.
Impact on Students
Once the students reviewed their grades, the confidence they once had may decrease or
increase based on the outcome of the assessment. For the students struggling with the material,
the decrease in self-esteem may lead to further problems in the classroom because the student
believes they arent capable of succeeding in future material. In Rick Wormelis book Fair Isnt
Always Equal, the author discusses ten approaches to avoid when differentiating assessment

and grading. He challenges teachers to avoid withholding assistance with the learning when its
needed and to remove barriers that affect their success in demonstrating their level of
knowledge on the material being assessed (Wormeli, 2006).
In result to low assessment grades, the environment of the classroom may shift to one
unfavorable for learning which could lead to further decrease in confidence. Furthermore, the
students may choose to abandon the course all together which can lead to major damage in future
classes. By abandoning the course, the students could struggle in higher level math classes and
may possibly lead to the student dropping out of school. The need for teachers to instill the best
practices for grading and avoid bias is crucial in todays world where education is ever more
important.
Feedback to Students
For each assessment, the students were given feedback on the free response questions
based on the information the students provided. In the case of the focal student being observed,
the student didnt complete any of the free response questions. The individual grading the
assessment included a note about meeting with the teacher at the end of the class period. At first,
the teacher will give positive feedback about the multiple choice and fill in the blank portion of
the assessment by highlighting the fact the student answered all of those questions correctly.
Once the teacher gave positive feedback to the student, she discussed the free response portion of
the assessment to gain a perspective on the students reason for not answering the questions.
Overall, the note was written to build a bridge between the student and teacher to discuss the
problems collectively and establish different teaching practices to help the student in the future.

On the multiple choice and fill in the blank questions, the grader gave feedback based on
the students work and pointed them towards the right direction. The students were given
positive feedback in the form of check marks near the question number. However, the grader
refrained from telling the students the correct answers because the students will have an
opportunity to complete test corrections to achieve a higher grade on the assessment.
In the assessment, four questions were designed for each of the learning outcomes with
the exception to learning outcome three which had five questions associated with it instead of
four. As a whole, the data showed the students having a better understanding for learning
outcomes two and three and struggling with learning objectives four and five. Overall, the
students were able to find the roots of quadratic equations and graph those equations. However,
creating equations based on real-world examples were difficult which lead the students to
struggle with graphing those equations created. Overall, the feedback was given to provide
accurate analysis of the assessment without damaging the students self-esteem in an effort to
create an environment to promotes learning.
Supporting Students in Applying Feedback
In an effort to support the students in applying the feedback given, the student will be
allotted an amount of time in class to review the assessment, ask any questions, and began test
corrections. The test corrections will included the students work for each problem missed with
the correct answer and a complete sentence detailing where they originally deviated.
Additionally, the student will evaluate all of the questions in the assessment and determine five
questions they particularly felt were difficult. With the five questions at hand, the students will
determine which question is associated with a certain learning outcome. The students will draw

conclusions on which learning objective was particular more difficult to understand. Throughout
the self-evaluation, the students are gaining skills in self-assessment and obtaining a better
understanding of the material through the learning objectives.
Next Steps in the Classroom
At the end of the reviewing process for the students and teacher, the teacher will possibly
make modifications to the lesson plan involving the learning outcomes. Additionally, the teacher
may incorporate a mini lesson about the learning objectives four and five for following day that
further the students understanding of the material. Furthermore, the teacher will teach the mini
lesson in a different manner than previously to instill a better understanding of the material and
hopefully increase the students level of confidence.
Once the mini lesson is taught, the students will have a period of time to ask any
questions they may have about learning outcome four and five. Additionally, the teacher will
give a quiz which focuses on the learning outcome in the mini lesson and review the quizzes to
decide if the students have a better understanding of the material. Through reviewing their
personal assessment and the teacher mini lesson, the students will hopefully gain mathematically
practices focusing on the five learning objectives which may apply to the class in the future and
future math classes.
Conclusion
After giving and evaluating the five assessments, the free response questions werent
completely clear of what was being asked. Additionally, the data relieved the students had
difficulty creating equations based on real-world problems. While teaching learning objective
four, the teacher could incorporate more examples and different viewpoints on creating

equations. Additionally, the assessment was construction with the all the multiple choice and fill
in the blank answers first and all of the free response questions last. A significant number of
students gave up or quit once they saw the amount of free response questions being asked.
One possible way to reduce the amount of students giving up on the free response
questions is to incorporate all of the free response questions within the first portion of the
assessment. The students wouldnt automatically be aware of the number of free response
questions and be more likely to push through the question. By teachers obtaining data through
assessments being given, they will be able to make effective decisions on teaching strategies and
the assessment itself to provide the best level of education for their students.

Part Four - Parent Letter:

Dear Parents of Student Five,
While grading your childs assessment, I had some concerns with the amount of problems
your student answer. She answered all of the multiple choice questions correctly but didnt
attempt any of the free response questions. By not answering the free response questions, she
was deducted thirty-eight points. The student is very bright based on the multiple choice section
of the assessment but she also displayed apathy during the free response.
Due to the apathy displayed, the student received a forty-two out of eighty which is a
fifty-two point five percent. Personally, I will help your daughter by developing motivation in
the classroom and creating fun activities for the student to be involved in. Additionally, I will
talk to your child and ask why she didnt attempt the problems on the assessment. As the parent,
I would like for you to ask your daughter the same question. Additionally, I would like for the

parents to have a discussion with the child about their grades to provide opportunities for the
students future.
Overall, I believe your child can make a recover from this assessment and be able to pass
the class. However, the student must work hard to bounce back from this grade and care about
their grade. If we are able to increase the students care for their grades, the student will
hopefully move forward to graduation but the student will need to work hard.

Best Regards,
Miss. Winchester

References:
Malouff, J. M., Emmerton, A. J., & Schutte, N. S. (2013). The Risk of a Halo Bias as a Reason to
Keep Students Anonymous during Grading. Teaching Of Psychology, 40(3), 233-237.
(Malouff et al., 2013)
Rauschenberg, S. (2014). How Consistent Are Course Grades? An Examination of Differential
Grading. Education Policy Analysis Archives, 22(92).
Wormeli, R. (2006). Creating Good Test Questions. In Fair Isnt Always Equal: Assessing &
Grading in the Differentiated Classroom (pp. 113130). Stenhouse Publishers.