#6 Sept. 11, 2018
Write down a 10-row reflection on what you learned from the difference in your grading vs. the CB grading
#5 Sept. 4th, 2018
Write a brief summary of each category expectations for IRR (Task #1) rubric. Please write an 8-rows reflection on the IRR (essays) you read (which one was a high, a medium or a low; what do you think about the topics; are they well written?; are the sources reliable and relevant enough?; what about conventions?).
The grading in the CB grading was more specific in their details on why they gave that score to the author. In the first two essays, I did grade very similar the papers, but just up to the last two rows. I went very light on the grading of the last two rows, since they talked about the resources and how they are congruent with the information given in the article. I didn't take the time to analyze the sources of information. I went very light on the grading of the last article, because the CB grading went very harsh on it. The last article pretty much was graded as pathetic, while the other hand I did graded it bad, but not as bad as the CB. I could pretty much determine that the first article was the one supposed to be the well-written one, while the following one were supposed to be worst. It was like a spectrum of well-written articles. I really liked this activity because I was able to see how I lack in my writing and the format in which I write essays.
ReplyDeleteAs I read through the CB grading rubric I realized my grading is much similar to theirs. In both rubrics the context is evaluated according to how the research information helps explain the complexity of the issue in a large scale. For instance in Sample A RRR as well as in Sample B RRR the outcome or the grade given in both rubrics regarding this row was the same. The row “understanding and analyzing arguments” was also evaluated by making sure the report demonstrates a valid reasoning to support its claim in both rubrics. Even though there are certain similarities between our grading criteria, several differences are noticeable as well. In Sample C RRR the AP college board rubric grading was much harsher than mine in specific rows. While evaluating the distinct perspectives used, the CB rubric gave the essay a 2 and a 1 regarding it’s bibliography. In the other, I gave the essay a 4 based on the range of points of view used and a 2 in respect to their citations.
ReplyDeleteAs I read the College Board grading, I realized that I was far of regarding the grading numbers in somerows. I learned that it is acceptable and it is even encouraged to add multiple aspects and support them. I first thought that this meant confusion for the reader, but I was wrong. In addition, I now understand that the College Board think that it is very important of using reliable and the correct format for your resources/references. The diction, or word usage, of the essay you're writing needs to be appropriate for the academic audience you're addressing. The College Board also looks for multiple perspectives and your ability to analyze them. They don't want the author to summarize and argument, they are looking for writers that can comment about the quotes they cite. Foremost, your topic/research question should be controversial in order for your research not to be limited or narrow. In conclusion, this comparison helped see what the College board looks for when grading a Research Paper.
ReplyDeleteGood!
DeleteThe College Board grading style turned out to be similar to my own grading style. Still, the CB is much more specific when clarifying why the student got that specific grade. I realised that even though I graded the papers almost the same, I am not as observant to certain details the CB is checking. For example, in Sample A, "Understand and Analyze perspective" I did not focus as much on the connections the different perspectives may have. It made me understand that when I look for perspectives, they must be chosen in order to have relevant connections. In Sample B, "Understand and Analyze Argument," I realised that in order to have make the essay much more credible, you must analyze every piece of evidence you are writing. If you do not analyze it, then your evidence will serve just to give a fact and will not help you later. Sample C was an eye opener for me since it gave a perfect example of everything I should not do. I understood why the research question stated in the beginning must be modified in order to have a manageable scope. In conclusion, seeing the actual grading and comparing it with mine helped me notice the details and nuances the CB is looking for.
ReplyDeleteGreat!
DeleteJavier-
ReplyDeleteOverall, the grading of the three papers was the same for me and what it was in reality. I graded the first sample, Sample A, the highest, Sample B, in the middle, and Sample C as the the one with the lowest graded. However, I graded the first two samples a little higher than what the actual grading was, and gave a lower grade to the last sample. In the first sample all but two of the categories were graded the same. I didn't think that the sample had various perspectives but as I read the other rubric I realized I was wrong. I also graded some sections of the second sample a little higher, and lower, than what they actually were. Most samples were graded at a 4, however I also gave this essay a 6 and a 2. Lastly, I graded the last sample, Sample C the lowest, and lower than the official grade. I did not like this essay at all, I gave it a 0 in one of the categories and in the end the score I gave it was lower than what it actually was.
Evaluating this essays was a kind of difficult at the beginning, since I didn't understand what each row of the rubric wanted me to check. I got some help from my classmate Dany and now the concept of each row is clearer. When I started reading the evaluation made by the college board, I notice that mine was incomplete and vague. The main difference I found was that they gave examples to explain or give evidence in which exact part of the essay the writer made a mistake. Although their explanation was more complete, the ideas or what I thought would be the correct score of each row was similar. If I improve my explanation on each column evaluation of the rubric by giving evidence and using a different wording, then my scoring will be close to the college board's one and it can improve the way I review my own essay.
ReplyDeleteAfter analyzing the grades the College Board (CB) gave to the 3 IRR’s, I realized how I need to make a better effort grading. While reading the grade numbers the CB gave to the samples, I felt satisfied since the number grades given for each category were similar to mine. However, while explaining why that grade was given to the writer, I figured that my analysis and backup given to the author had to be more complex and specific. My reasoning while grading lacked of details and evidence of why I had that point of view. For instance, in the “Understand and Analyze Perspective” row, I pointed and recognize how the writer indeed included multiple perspectives. Even though I mentioned the reason of the grade, I need to go more deep on why I decided to give that number, which means including the “multiple perspectives” given by the author. In Sample B, I identified how even though the topic of the writing was interesting, it didn’t manipulated the CB’s way of grading. I learned how even though the topic is interesting for you, it shouldn’t let your judgement be triggered while checking.
ReplyDeleteIm Alex A
DeleteEven before reading the College Board grading, I was already pretty confident that the first essay was the better written one, the second essay the second best written one and the third the worst written one. Although in all honesty I prefered the topic of the second essay (the one about environmental damages that war causes) this has nothing to do when it comes to actually grading it. The grading involves how the research paper is written, it has nothing to do with how interesting the topic actually is. Reading the College board grading just reaffirmed my suspicions and made me more confident about my ability to identify good, average and mediocre research papers. Nonetheless, although I knew which was the best, I did not know by how big of a margin.
ReplyDeleteIt's good to know that you now feel more confident about writing a better paper
DeleteWhen I looked at the College Board grading, compared to my personal grading, I was very close to the actual grading. It was obvious right from the start that the essay were ordered in best to worst. For whatever reason, it gave me a lot of relief to see that my grading was similar to College Board's, because it means that at least I had the right idea. However, my grading was not as descriptive or such specific criteria compared to College Board's, which was very detailed. This exercise showed me how meticulous the graders will be towards my essay, something that I will have to keep in mind when finally writing my paper. The graders are very detail oriented, yet also very big idea centered. which is very helpful to know. This exercise was also effective because by grading them yourself, you get involved and can't wait to see what the actual grades were, resulting in commitment and effort put in by the student. Overall, I'm glad we did this activity because now I have a very good idea of the type of paper they are looking for and how good it has to be for them to give me a good score on it.
ReplyDelete