Write an 8-row reflection on how you did the sample papers grading. Was your grading like the CB's? How was it different? What are your thoughts about it? What have you learned?
I did the grading based on the rubric, however I'm realizing now that I wasn't so strict when checking. When I checked the commentary and compared it to mine, I identify my problem, which is that I didn't went too deep analyzing the paper, and when I graded it, I wasn't as detailed and precise, I just grade it based on my knowledge and the rubric. My grading was different because the commentary, as I mentioned before, was more detailed and analyzed each paper more than I did. I think it's important to fully understand the paper and analyze very carefully each paragraph in order to grade appropriately. I learned to concentrate more when reading and not get distracted because then I miss the point and I grade not so accurate or fair. I believe this was very helpful for me, because now I feel capable of grading another paper fairly and precisely :)
Using the IRR Rubric, through discussion with my peers, and with my understanding of the texts, I was able to grade the 3 sample papers to be revised. Overall and comparing my scorings with the CB's, I noticed that mine were different to a great extent. I, as well as Melissa, didn't grade them very rigorously. More time had to be spent in each of the content areas, break down each aspect even more to confirm the performance level of these regarding the report. I could have payed more attention on what the focus of them was, if the ideas/sources mentioned were understood or vague or not, if the evidence used is relevant, and the writing being complete, consistent, clear, and correctly weaved. Through this activity I learned that I need to concentrate better, read and at the same time grasp the author's way of communicating while going along with each of the guidelines, and to be more insightful.
I used the IRR Rubric, my prior knowledge acquired in the class, and the high, medium, and low sample papers to grade the assigned sample papers. I subjected the sample papers to the requirements stated by the rubric and gave a score accordingly. Although some of my gradings did coincide with that of the College Board, I overall assigned relatively high scores compared with what the College Board gave to all three papers. After reflecting, I have realized that I wasn't very strict or rigorous when it came to grading. I need to stay closer to what the rubric states in each row so that my grading can be more accurate and thorough.
I read the sample papers and focused on what the IRR rubrics asked for, meaning there was no deep analysis. After reading and comparing my grading of the sample papers provided by the Seminar class, I was able to realize how different I did my grading than that of the College Board. Although my grading was similar, there was a few instances where the points I gave were either drastically different or slightly. For example: during sample 1, I graded the first score with a 6 but the College Board graded it with a 4. Most of the grades I gave in the rubric are different to what the College Board wrote especially the first sample. I believe their way of grading is more professional as they have probably spent years developing their grading skills and their reasoning given on the commentary is understandable and well explained. I learned that, ultimately, the College Board will always have the final word and there is really nothing we can do about it because their decision is absolute.
After having graded three sample papers of IRRs using the IRR rubric, I now understand that my grading—while close to that of the College Board—was either stricter than the grades given to the sample papers by the College Board, or did not interpret some of the characteristics of the sample papers as intended. For example, on the sample paper "Trouble Some Child and its Problems," the College Board gave it a high score on Row 5 and a medium score in Row 6, while I gave the paper the scores below each of those. Despite this and other discrepancies, however, I still stand with the grades I gave for the sample papers, which is not what I expected at the beginning of this activity. Overall, through this activity I learned that perspectives between different reviewers of content will always be different in some way, even if they tend to be generally similar. My expectations for the future now rely on the careful consideration of my writing so that the criteria graded are also met.
In the first sample, I was correct when I graded Understanding and Analyzing Context, Evaluating Sources and Evidence, and Apply Conventions (in citations). The other 3 areas, Understand and Analyze Arguments, Understand Perspectives, and Apply Conventions (grammar) was incorrect, I gave it less credit. I believed that the CB's grading was more accurate than mine.
In the second sample, I was only correct when I graded Apply Conventions (Grammar). The other 5 areas, Understand and Analyze Arguments, Understand Perspectives, Understanding and Analyzing Context, Evaluating Sources and Evidence, and Apply Conventions (in citations), were incorrect. I overrated the sample, but I believe that the CB's ratings are somewhat incorrect.
In the third sample, I was correct when I graded Understand and Analyze Arguments, Understanding and Analyzing Context, Evaluating Sources and Evidence, and Apply Conventions (Grammar). The other 2 areas, Analyze Perspective and Apply Conventions (Citations) were incorrect. The CB's ratings were right in comparison to mine.
What I learned was that one can often be close minded when writing or grading, which makes peer reviewing important.
After reading the three sample papers, I based my grading on the rubric. While some of my grading was similar to those of the College Board's, other rows were very different but others were switched. E.g for the first sample paper, in row 1 I scored a 6 and in row 2 a 4, while the college board scored a 4 and a 6. However in row 4 I scored a 2 but the college board scored a 6. This means that although I might not be too far off, I do not understand what each row means exactly and don't understand what the college board is expecting. In order to be more accurate, I need to further analyze/understand the rubric and read the paper more carefully in order to grade appropriately.
The three sample papers were graded with the IRR rubric. My grading was different than CB's. I was very vague when grading the three sample papers that I wasn't very precise with my grading, I din't went to the deep analysis and this is why I gave higher grades than what the college board gave. By watching the actual grade, I knew that I read the paper very different than them, they analyze every single detail and we often go for the general idea and the construction of the essay. I learned that I need to read the essays more carefully in order to give a better grading to the IRR. Also, I need to stick to what the rubric says at all time since the College Board is very specific.
As I compared both results I realized that the checking needs to be more specific. Each row needs to be clear, but more in depth. For example, when it comes to citing it is not just checking the appas, but that the in text match the ones in the bottom, and their alphabetical organisation. The college board have their own expectations, and what I can tell is that they are close minded, affecting the grade a lot. The IRR needs to be totally just information, because if you talk about a very specific topic they might not understand the objective or purpose of it. Some of our scores where similar, but most were different.
Using the IRR rubric I evaluated the simple papers. However, I notice that my grading was different from others. While I was checking the sample papers, I wasn’t being that strict. Following, I checked my grading with my peers and discussed it, and thanks to that I was able to grade correctly. I had some difficulties at the beginning since I was not been firm. I knew I needed to stay closer to what the rubric asserts and follow the grading so it could be accurate and fair. Alike every sample paper, there were some with a great quantity of evidence, and some did not. I believe that everyone can achieve the ability of grading if they practice and comprehend the grading through the rubrics. Within this activity, I get to know the different types of perspectives everyone had in the sample papers. Shortly, I aim to be able to grade a sample paper following correctly the rubric and giving clear feedback.
As I compared both results, I realized that my grading was different than the college board's. In most of the scores in the three sample papers I gave low scores while the college board gave high scores. An example of this is the "Common Patterns Sample 1" paper, in which the College Board gave high or medium scores, but I gave scores below that. This also happened in the rest of the sample papers. There were big or slight differences between both scores. I think this may happened because I was stricter or didn't get correctly the information, which may have happened because I didn't read correctly the papers or re-read it several times to be sure about my scores. From this, I learned that everybody grades based on their own criteria and I need to read carefully the given papers in order to fairly score them. I also need to understand more clearly what each row is about in order to know what I'm going to grade on each paper.
Last week I graded three IRR samples. When I compared them with the grade they received by the the CBs, I realized that they weren't so different. In various criteria, I gave the same grade. However, in the sections that we differed in grading, I tended to give one grade lower, meaning that I was being too strict. For example, one IRR had several grammar mistakes, so I decided to give it a 1 out of 3 in that section. Yet, the CBs gave it a 2 out of 3, meaning that they didn't think the grammar mistakes were enough to put a lower grade in that section. In another thing we differed was the type of language used. I saw a casual language as good for the report, but the CBs considered that language inappropriate for an IRR, thus lowering the grade.
3 IRR samples were given to me to be graded, when I compared my results to the ones of the College Board, I realized that my scores and theirs weren't so different. Even though my scores weren't so different, I noticed that I wasn't strict enough and I gave more grade in one IRR sample paper, than the one that the College Board gave, since they looked more into detail and found errors I didn't. My thoughts about this, is that I need to put more specific details, and be careful with what I write, since I didn't notice errors that the College Board did. I learned that I need to be more descriptive and prevent having errors in the APA style.
Grading my partner's paper through rubrics that simulated the rubric in the College Board showed me how my paper is going to be evaluated. Through checking my partner's paper, I realized different ideas I could have missed when writing my IRR, such as sentence structure or word choice. It was important for me to have the opportunity to read my partner's IRR, as I saw in another perspective the way the College Board expects my paper to be, how they could get bored if the paper is elongated and repetitive, and how I could catch their eye by being brief and concise. Grading my partner's paper was different than I thought as I experienced new ways of writing my paper I would've not thought of.
I graded three IRR samples with the IRR Rubric, which is the one the college board is going to use to evaluate and grade our future paper. When I compared my grades with the actual ones of the college board, I saw there were a difference. In some criteria I gave the same grade; nevertheless, most criteria were graded different. The college board grades were lower than what i evaluated. I think this was because I wasn't strict enough checking the papers. At least not as strict as the college board is. This helped me learn how the college board is tougher than what i thought. So now I know I need to do better.
I did the grading based on the rubric, however I'm realizing now that I wasn't so strict when checking. When I checked the commentary and compared it to mine, I identify my problem, which is that I didn't went too deep analyzing the paper, and when I graded it, I wasn't as detailed and precise, I just grade it based on my knowledge and the rubric. My grading was different because the commentary, as I mentioned before, was more detailed and analyzed each paper more than I did. I think it's important to fully understand the paper and analyze very carefully each paragraph in order to grade appropriately. I learned to concentrate more when reading and not get distracted because then I miss the point and I grade not so accurate or fair. I believe this was very helpful for me, because now I feel capable of grading another paper fairly and precisely :)
ReplyDeleteUsing the IRR Rubric, through discussion with my peers, and with my understanding of the texts, I was able to grade the 3 sample papers to be revised. Overall and comparing my scorings with the CB's, I noticed that mine were different to a great extent. I, as well as Melissa, didn't grade them very rigorously. More time had to be spent in each of the content areas, break down each aspect even more to confirm the performance level of these regarding the report. I could have payed more attention on what the focus of them was, if the ideas/sources mentioned were understood or vague or not, if the evidence used is relevant, and the writing being complete, consistent, clear, and correctly weaved. Through this activity I learned that I need to concentrate better, read and at the same time grasp the author's way of communicating while going along with each of the guidelines, and to be more insightful.
ReplyDeleteI used the IRR Rubric, my prior knowledge acquired in the class, and the high, medium, and low sample papers to grade the assigned sample papers. I subjected the sample papers to the requirements stated by the rubric and gave a score accordingly. Although some of my gradings did coincide with that of the College Board, I overall assigned relatively high scores compared with what the College Board gave to all three papers. After reflecting, I have realized that I wasn't very strict or rigorous when it came to grading. I need to stay closer to what the rubric states in each row so that my grading can be more accurate and thorough.
ReplyDeleteI read the sample papers and focused on what the IRR rubrics asked for, meaning there was no deep analysis. After reading and comparing my grading of the sample papers provided by the Seminar class, I was able to realize how different I did my grading than that of the College Board. Although my grading was similar, there was a few instances where the points I gave were either drastically different or slightly. For example: during sample 1, I graded the first score with a 6 but the College Board graded it with a 4. Most of the grades I gave in the rubric are different to what the College Board wrote especially the first sample. I believe their way of grading is more professional as they have probably spent years developing their grading skills and their reasoning given on the commentary is understandable and well explained. I learned that, ultimately, the College Board will always have the final word and there is really nothing we can do about it because their decision is absolute.
ReplyDeleteThis comment was written by Fernando.
ReplyDeleteAfter having graded three sample papers of IRRs using the IRR rubric, I now understand that my grading—while close to that of the College Board—was either stricter than the grades given to the sample papers by the College Board, or did not interpret some of the characteristics of the sample papers as intended. For example, on the sample paper "Trouble Some Child and its Problems," the College Board gave it a high score on Row 5 and a medium score in Row 6, while I gave the paper the scores below each of those. Despite this and other discrepancies, however, I still stand with the grades I gave for the sample papers, which is not what I expected at the beginning of this activity. Overall, through this activity I learned that perspectives between different reviewers of content will always be different in some way, even if they tend to be generally similar. My expectations for the future now rely on the careful consideration of my writing so that the criteria graded are also met.
In the first sample, I was correct when I graded Understanding and Analyzing Context, Evaluating Sources and Evidence, and Apply Conventions (in citations). The other 3 areas, Understand and Analyze Arguments, Understand Perspectives, and Apply Conventions (grammar) was incorrect, I gave it less credit. I believed that the CB's grading was more accurate than mine.
ReplyDeleteIn the second sample, I was only correct when I graded Apply Conventions (Grammar). The other 5 areas, Understand and Analyze Arguments, Understand Perspectives, Understanding and Analyzing Context, Evaluating Sources and Evidence, and Apply Conventions (in citations), were incorrect. I overrated the sample, but I believe that the CB's ratings are somewhat incorrect.
In the third sample, I was correct when I graded Understand and Analyze Arguments, Understanding and Analyzing Context, Evaluating Sources and Evidence, and Apply Conventions (Grammar). The other 2 areas, Analyze Perspective and Apply Conventions (Citations) were incorrect. The CB's ratings were right in comparison to mine.
What I learned was that one can often be close minded when writing or grading, which makes peer reviewing important.
After reading the three sample papers, I based my grading on the rubric. While some of my grading was similar to those of the College Board's, other rows were very different but others were switched. E.g for the first sample paper, in row 1 I scored a 6 and in row 2 a 4, while the college board scored a 4 and a 6. However in row 4 I scored a 2 but the college board scored a 6. This means that although I might not be too far off, I do not understand what each row means exactly and don't understand what the college board is expecting. In order to be more accurate, I need to further analyze/understand the rubric and read the paper more carefully in order to grade appropriately.
ReplyDeleteThe three sample papers were graded with the IRR rubric. My grading was different than CB's. I was very vague when grading the three sample papers that I wasn't very precise with my grading, I din't went to the deep analysis and this is why I gave higher grades than what the college board gave. By watching the actual grade, I knew that I read the paper very different than them, they analyze every single detail and we often go for the general idea and the construction of the essay. I learned that I need to read the essays more carefully in order to give a better grading to the IRR. Also, I need to stick to what the rubric says at all time since the College Board is very specific.
ReplyDeleteAs I compared both results I realized that the checking needs to be more specific. Each row needs to be clear, but more in depth. For example, when it comes to citing it is not just checking the appas, but that the in text match the ones in the bottom, and their alphabetical organisation. The college board have their own expectations, and what I can tell is that they are close minded, affecting the grade a lot. The IRR needs to be totally just information, because if you talk about a very specific topic they might not understand the objective or purpose of it. Some of our scores where similar, but most were different.
ReplyDeleteUsing the IRR rubric I evaluated the simple papers. However, I notice that my grading was different from others. While I was checking the sample papers, I wasn’t being that strict. Following, I checked my grading with my peers and discussed it, and thanks to that I was able to grade correctly. I had some difficulties at the beginning since I was not been firm. I knew I needed to stay closer to what the rubric asserts and follow the grading so it could be accurate and fair. Alike every sample paper, there were some with a great quantity of evidence, and some did not. I believe that everyone can achieve the ability of grading if they practice and comprehend the grading through the rubrics. Within this activity, I get to know the different types of perspectives everyone had in the sample papers. Shortly, I aim to be able to grade a sample paper following correctly the rubric and giving clear feedback.
ReplyDeletemelissa ayub
DeleteAs I compared both results, I realized that my grading was different than the college board's. In most of the scores in the three sample papers I gave low scores while the college board gave high scores. An example of this is the "Common Patterns Sample 1" paper, in which the College Board gave high or medium scores, but I gave scores below that. This also happened in the rest of the sample papers. There were big or slight differences between both scores. I think this may happened because I was stricter or didn't get correctly the information, which may have happened because I didn't read correctly the papers or re-read it several times to be sure about my scores. From this, I learned that everybody grades based on their own criteria and I need to read carefully the given papers in order to fairly score them. I also need to understand more clearly what each row is about in order to know what I'm going to grade on each paper.
ReplyDeleteLast week I graded three IRR samples. When I compared them with the grade they received by the the CBs, I realized that they weren't so different. In various criteria, I gave the same grade. However, in the sections that we differed in grading, I tended to give one grade lower, meaning that I was being too strict. For example, one IRR had several grammar mistakes, so I decided to give it a 1 out of 3 in that section. Yet, the CBs gave it a 2 out of 3, meaning that they didn't think the grammar mistakes were enough to put a lower grade in that section. In another thing we differed was the type of language used. I saw a casual language as good for the report, but the CBs considered that language inappropriate for an IRR, thus lowering the grade.
ReplyDelete3 IRR samples were given to me to be graded, when I compared my results to the ones of the College Board, I realized that my scores and theirs weren't so different. Even though my scores weren't so different, I noticed that I wasn't strict enough and I gave more grade in one IRR sample paper, than the one that the College Board gave, since they looked more into detail and found errors I didn't. My thoughts about this, is that I need to put more specific details, and be careful with what I write, since I didn't notice errors that the College Board did. I learned that I need to be more descriptive and prevent having errors in the APA style.
ReplyDeleteALYSA
ReplyDeleteGrading my partner's paper through rubrics that simulated the rubric in the College Board showed me how my paper is going to be evaluated. Through checking my partner's paper, I realized different ideas I could have missed when writing my IRR, such as sentence structure or word choice. It was important for me to have the opportunity to read my partner's IRR, as I saw in another perspective the way the College Board expects my paper to be, how they could get bored if the paper is elongated and repetitive, and how I could catch their eye by being brief and concise. Grading my partner's paper was different than I thought as I experienced new ways of writing my paper I would've not thought of.
I graded three IRR samples with the IRR Rubric, which is the one the college board is going to use to evaluate and grade our future paper. When I compared my grades with the actual ones of the college board, I saw there were a difference. In some criteria I gave the same grade; nevertheless, most criteria were graded different. The college board grades were lower than what i evaluated. I think this was because I wasn't strict enough checking the papers. At least not as strict as the college board is. This helped me learn how the college board is tougher than what i thought. So now I know I need to do better.
ReplyDelete