Valerie Sellars
Alamance County
Graham High School
Science

Background

Students in North Carolina are required to pass a standardized Biology End of Course Test as a requirement for high school graduation.  Students frequently use more than one semester to fulfill this requirement because they may lack grade-appropriate reading skills or they may not have sufficient prior experience with and knowledge of science.

Many high school Biology teachers are under pressure to improve their students’ test scores not only to make sure students are eligible to graduate but also because Adequately Yearly Progress (AYP) status for the entire school is based in part on Biology scores. 

The purpose of the research is to determine if feedback from formative classroom assessment will motivate students to participate in re-teaching strategies that should lead to mastery of concepts in preparation for the North Carolina End of Course Test in Biology.

Exploring how feedback from diagnostic assessments is related to student mastery of concepts

Goal of this Study

The primary goal of this study is to develop effective ways to encourage students to think critically about how they learn concepts. This learning should lead to deeper understanding and better performance on the Biology End of Course Test. The techniques developed in this project should apply beyond Biology, allowing many teachers to adapt these tools in their own classrooms.

Research Questions

The study analyzed students’ preconceived perceptions of feedback.  Research questions included:

• What do students think a numerical test grade means?

• Does a low test grade motivate a student to do better?

• Will introducing the concept of diagnostic feedback cause students attitudes to change about using feedback as a tool to master concepts?

• Will students utilize the data effectively to participate in re-teaching exercises to lead to mastery?

• Can students analyze what classroom activities lead to proficiency? 

Survey about feedback

Data collection began with the administration of a student survey about feedback. Students responded to questions about the various forms of feedback they receive from teachers, indicating which ones students perceive to be most useful.  The questionnaire also asked students what they saw as the purpose of teachers giving feedback to students. The questionnaire concluded by asking what students did when they received a failing or passing grade on a test.

Self-evaluation 

Then, at the completion of each of the seven units of the Biology curriculum, students used a diagnostic guide to self-evaluate areas of proficiency and below proficiency performance related to North Carolina Biology Standard Course of Study. A benchmark analysis report for the class was created by the teacher.

Analysis of reports

Upon examination of student benchmark diagnostic reports the teacher looked for patterns among the students’ areas of proficiency and non-proficiency, considering similarities among high scoring objectives and brainstorming possible causes for low scoring objectives.

Reflection questionnaire

Students also completed a unit reflection questionnaire that was used to evaluate techniques students used to learn information and how they rated themselves as a student.  Additional questions asked about their beliefs of why they were successful or unsuccessful and the usefulness of the diagnostic guide.

Students help plan and develop re-teaching strategies

Following self-evaluation, students were encouraged to participate in re-teaching strategies on areas below proficiency.  These included remediation brochures and after-school tutorials.  After the completion of re-teaching, students were given the opportunity to retest to see if mastery of material has occurred. 

Mid-point survey

At the end of the first nine weeks of the course, students completed a mid-point survey about feedback.  Questions were the same as the beginning survey with an additional question: “Does diagnostic feedback lead to mastery of biology concepts?”  At the end of the semester students completed a final survey about feedback that was identical to the original one.

Students receptive to diagnostic feedback

On the beginning survey, students indicated the type of feedback they typically received from test were grade only.  The most useful form of feedback was correct answers.  The purpose of teachers giving feedback was to correct incorrect use of skills and concepts.
 
When students received their grades, if they were unsuccessful they compared themselves to peers.  If they were unsuccessful they looked only at the questions they got wrong.

At the end of this study, on the ending survey, students indicated the type of feedback they typically received from test was diagnostic feedback and grade only.  The most useful form of feedback was diagnostic feedback.  The purpose of teachers giving feedback did not change - was to correct incorrect use of skills and concepts. 

When students received their grades, if they were unsuccessful they review the test and make notes on what you can improve and ask questions on how you improve.  If they were unsuccessful they became more confident.

Student learning improves

Student learning improved with the completion of each unit.  Evidence was seen when students were assessed with the school system Benchmark.  Prior to the school system benchmark students had received instruction, teacher assessed, and participated in remediation.  For example, Goal 5.01, proficiency for the class increased approximately 30%.

Student Reflections

Student perceptions of their learning experiences were very positive.  A sample of student comments from the reflection question - Have you taken advantage of remediation and retesting? By using the diagnostic guide to determine which brochures you need to complete and then retesting

“Yes, it has been very helpful because I didn’t do good on some quizzes the first time.  So if you go back and do the brochures it really helps you focus on what you need to learn.”

“Yes, I did and I do.  The help from the teacher let me know that you, the teacher, care about my grades and what to help me improve.”

“In the beginning of the year, I didn’t really take advantage of remediation, but towards the end of this year I kind of did.  The reason I did so was because I knew if I didn’t then I would definitely fail, and plus I need extra help.”

“Whenever I made below an eighty on a unit test area, I was sure to return the following Tuesday to retake the section.  Not only did this increase my score, but it also improved my understanding.”

 “So a grade is good, but coming with diagnostic feedback makes a student want to try even harder.  Every time I do a diagnostic sheet I think about ways to improve both my grade and knowledge of the session or lesson.  Also, I could find new ways to study and prepare for the benchmark.  When I finish with my diagnostic I look at my grade in a different way.  In such a way that helps me become more confident with myself.”

“Not only do you see what you need to work on, but you also get to see things you have mastered.  Who likes to see just what they failed on?  Not me, I can tell you that seeing what you mastered can make you feel better about both yourself and your grade.”

My Reflections

The goal of the research study was to examine two important questions:  How can assessment be used to help all students want to learn?  How can teachers adapt tools in their own classrooms?

Diagnostic feedback provides students with a clear vision of the achievement target to be mastery.  All students CAN achieve a certain level of academic success – students can see this in diagnostic feedback.  For example a test can cover 5 objectives.  A student may have received a failing score on the test, but mastered 3 objectives.  Student learning becomes more individualized because students learn at different rates; students only need to remediate and retest on sections they are below proficiency.

When using assessment for learning, students work with their teacher to monitor their current areas of proficiency and set goals for what to learn next, thereby playing an active role in managing their own progress.

The results of diagnostic feedback should be seen as a valuable tool in instructional planning.  Teachers can now answer these questions:

• What students need extra help and on what topic?

• What topics do I need to re-teach in different ways?

• Did the test adequately measure the learning objective?

• If the test question was adequate, how was the teaching strategy?

• Did the teaching strategy show connections among other concepts and have relevance to the students?

Future Work

Beyond this study, a parent friendly version of diagnostic results could assist parents by developing a plan to help their student work on their academic goals at home.

This parent friendly version could consist of a letter explaining areas of mastery and below proficiency, along with suggested study strategies of how to use the remediation brochures.