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Full-Text Articles in Education
Grading For Growth: Introducing New Assessment Approaches In Traditional Grading Models, Beth A. Walsh-Moorman, Katie Ours, Aubrey Deaton, Maura Mcginty-O'Hara
Grading For Growth: Introducing New Assessment Approaches In Traditional Grading Models, Beth A. Walsh-Moorman, Katie Ours, Aubrey Deaton, Maura Mcginty-O'Hara
Language Arts Journal of Michigan
This article explores three teachers’ experiences introducing a new assessment approach in an existing school-wide, grading framework. Teachers explore how they were able to manipulate the school framework in a way that allowed (and required) students to revise and rewrite until they had achieved mastery on key writing assignments.
Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab
Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab
Language Arts Journal of Michigan
Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another.
The Consequential Validity Of The M-Step And Third-Grade Retention, Michelle L. Sprouse
The Consequential Validity Of The M-Step And Third-Grade Retention, Michelle L. Sprouse
Language Arts Journal of Michigan
This paper applies Slomp, Corrigan, and Sugimoto’s (2014) consequential validity framework to the third-grade Michigan Student Test of Educational Progress (M-STEP) in English language arts (ELA). Slomp et al.’s (2014) consequential validity framework provides for a holistic examination of the validity of the assessment and its consequences. Using this framework, this paper considers the construct of reading developed in the adopted standards, assessment design, sample assessment items, disaggregated performance data, and the assessment consequences. The number and magnitude of validity concerns raised in all aspects of the framework call into question the consequential validity of the assessment.