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Running Head: RESEARCH AND ASSESSMENT

Research & Assessment
Virginia E. Rogers
Iowa State University

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RESEARCH AND ASSESSMENT

Research and Assessment

As technology is transforming instruction, our educational practices must transform

as well. Technology allows research and assessment to happen at a rapid rate. Teachers
and administrators are beginning to look at assessment from a different lens. With the use
of technology, teachers are able to conspicuously collect data without disrupting
instruction time. Data can cause a love hate relationship with educators as some data are
forced by higher administration and governing bodies. With instant access to virtually any
data and studies, education transformation needs to be grounded in research. Many
examples show that schools that follow the direction provided by research reform have
significant success (Marzano, 2003, p. 4). That is why artifact #3 is an action research study
that was conducted on the effectiveness of using computer-aided instruction in reading
intervention. Included with the artifact is a brief video overview of the study and the
unabridged research document. Through this study, I was not only able to see the impact of
computer-aided instruction on learning but I was also able to realize the important role of
research in education.
Building

Action research is the reflective process of systematically reviewing practice and

then using that to inform effective change (Ferrance, 2000, p. 1). Reflective process is the
most important part of that definition. The action research project (artifact #3) was
collaboratively designed to show the effectiveness of using computer-aided instruction in
reading intervention. Year after year our school fails to meet Adequate Yearly Progress
(AYP) according to state standard. Even with many systems in place, reading proficiency

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lingers around 40%. A transformative practice was needed to bridge the gap between
extremely discrepant students and their peers. Our students were chosen to pilot the use of
Achieve 3000 as a model for a district-wide implementation.
Upon the completion of this project, my findings were presented to the curriculum
and instruction department in Des Moines Public Schools. After the initial trial, a reading
course was created that would affect every student in the building. Currently, every student
at Amos Hiatt is using the Achieve 3000 program to help increase his or her Lexile score at
an attempt to reach proficiency. Though the results were astonishing, the most important
knowledge that I gained from this experience was the process of action research. Action
research is a formal or informal process of reflecting on current practice. This is something
that I have always done, but I now feel more confident in my process. It has helped in many
facets of my practice including; classroom instruction, professional development, and
assessment.
District
Assessment does not have to look the way it always has. Standards-Referenced
Grading (SRG) is surfacing in many school districts. SRG is breaking down learning into
small strands and focuses on reporting academic grades separately from conduct. Just in
the last four years, assessment has really advanced into the new era. ABCD is out and is
being replaced with the 4-point scale. We are starting to realize that the traditional merit-
based grading system that may have worked for 100 years does not work for our 21st
Century learner. The traditional model used grades as a form of punishment/motivation for

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students. Not only does it not work for our learners, but also the 100-point scale is simply
unjust. There are 5 letter grades that span 100 percentage points leaving the F to account
for 60 percent of those points. This makes communication to students and parents difficult
and unclear. (Wormelli, 2010)
Two years ago, I was selected as a standards-referenced grading trailblazer for our
district. There were five teachers selected from each middle school, who would be the
pioneers in learning and implementing the new grading system. Upon learning and piloting
the new system we were charged with the task of passing our learning on to our
administration and staff. Through this experience, I have been able to see the importance of
assessment. When I say assessment I am not referring to standardized bubble testing. I am
referring to evidence students create that shows their understanding. We need to pump the
life back into grades. When feedback and grades are communicated clearly and effectively,
students are much more likely to engage in their own learning (Scriffiny, 2008, p. 73). My
main job is supporting teachers and administrators on implementation both
technologically and theoretically.
Classroom
Effective feedback is one of the most common buzzwords in education today.
Without effective feedback, grades and assessments are essentially meaningless. Students
are left to guess where they stand and then often lose motivation, as a result. A students
motivation is in the highest form when they get feedback and are affirmed by others
(Hattie, 2008, p. 48). Choice-Based Learning allows me to provide opportunities for
students to explore New Literacies. It takes the spotlight off of what I know, and puts the

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responsibility on the students. Through this process, my students are able to create art that
exemplifies their learning and makes it easy to give them feedback about their progress.
Conclusion
Through my work in standards-based grading both inside of my classroom and with
other teachers, I feel hopeful in the direction that assessment is moving. It is clearly
transforming right along with technology. Research is key to ensuring success not only in
the classroom, but also for effective school reform. Through processes like action research
teachers and administrators are able to see the big picture and then alter their practice to
ensure success. My research project truly showed me the benefit of grounding our work in
research. In the future, I plan to continue to use research to guide my practice and inform
decisions in all aspects of learning.

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References

Ferrance, E. (2000). Themes in Education: Action Research. Providence, RI.: Brown
University.

Greaves, T. (2012). Revolutionizing education through technology: The Project RED roadmap
for transformation. Eugene, OR.: International Society for Technology in Education.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to

achievement. London: Routledge.

Marzano, R. (2003). What works in schools: Translating research into action. Alexandria,
VA.: ASCD.

Marzano, R., & Boogren, T. (2012). Becoming a reflective teacher. Bloomington, IN.: Marzano
Research Laboratory.

Marzano, R., & Simms, J. (2013). Coaching classroom instruction. Bloomington, IN: Marzano
Research.

Scriffiny, P. (2008). Seven reasons for standards-based grading: If your grading system
doesnt guide students its time for something completely different. Educational Leadership,
66(2) 70-74.

Wormelli, R. [stenhousepublishers]. (2010, November 10). Rick Wormelli: Standards-Based
Grading [video file]. Retrieved from https://www.youtube.com/watch?v=h-QF9Q4gxVM