Assessing Retell in Rhyme

One of my go-to EduProtocols this year has been Retell in Rhyme. The act of responding to a text in writing has a very large, positive ( .77) effect on reading comprehension. Sometimes it is not easy for teachers to tell if a student has selected historical details because they are important, or because they are easy to rhyme. Adding a self-assessment follow-up activity with a rubric and/or a success chart can give teachers more insight as to what students got out of the learning event.

This post will look at three samples of student work and examine their self-assessments. These tenth-grade students listened to a podcast from 15 Minute History and were allowed one class period (50 minutes) to listen, take notes, and create 10 rhyming couplets with a partner. The next day, they were given 10 minutes, this rubric, and a success chart to do a self-assessment. I asked them to write at least ten sentences.

Sample A

Self-Assessment 1

Self Assessment 2

Clearly, self-assessment 1 is effective at aligning their work with the language in the rubric. They identify four key terms that are on the success chart. They justify why they omitted important dates. They could be better at identifying how many events from the success chart they included. Is it 25%? 50%? 75%? In this case, a “good portion” is hard to measure. Self-assessment 2 only mentions that they met the 20-line requirement. They cite no evidence from the rubric or success chart. If I were to grade these reflections, assessment 1 would get an A, and assessment 2 would get a D.

Sample B

Self-Assessment 1

Self-Assessment 2

Both of these self-assessments would be in the B range. I like how #1 acknowledges that they needed more details. I like how #2 includes Napoleon & Gens de Couleur, but they could have been more specific when saying “Some lines had key summarized details.” This is your chance to convince your teacher you deserve an A. Don’t blow the opportunity with soft, non-specific language.

Sample C

Self-Assessment 1

Self-Assessment 2

Both of these assessments would be in the A category. Teachers can extend learning by asking students to compare their work to a success chart and/or a rubric. Andrade (2018) analyzed 76 empirical studies on self-assessment and concluded that “self-assessment is the act of monitoring one’s processes and products in order to make adjustments that deepen learning and enhance performance. Although it can be summative, the evidence… strongly suggests that self-assessment is most beneficial, in terms of both achievement and self-regulated learning, when it is used formatively and supported by training.” This means students self-assess to give themselves feedback and gain clarity on their performance guided by academic advisors. Students will improve their self-assessment abilities with coaching and reps over time.

I look forward to seeing your results with Retell in Rhyme. Please tag me on Twitter and use the #EduProtocols hashtag.

Primary Source Scavenger Hunt

Recently, I asked my US History students to use the Research EduProtocol to locate a primary source on an aspect of the Gilded Age. Only four out of twenty-five or 16% of my 11th grade students did this successfully.

What I love about using EduProtocols is that they simplify learning and make the results extremely visible. In this case, the indisputable visual evidence looked like this. There was lots of red and plenty of room for improvement. EduProtocols to the rescue.

The next day, these students were asked to do a Thick Slide where they were asked to find an academic definition of a primary source.

Then they had to write a C-E-R to explain their rationale. Most quickly realized that they had not curated a primary source. I didn’t need to tell them. They now knew the area they needed to improve in.

After this, students were ready for another rep to try again. This time twelve out of twenty-six or 46% of students were able accurately curate a primary source. This was an increase of 30%, which is not bad considering that I have five students or 19% who refuse to engage in any work. Plus, an additional two students were absent.

At this point I am wondering how many reps I would need to give these students before 90% or more could accurately curate their own primary source. Of course, the reason history teachers ask their students to interpret primary sources is to move them up to strategic and extended thinking levels, also known as DOK3 & DOK4. I’m thinking that the ParaFLY EduProtocol would be the next logical step. Do you ask students to curate their own primary sources? Do you use established curators like Gilder Lehrman, the Library of Congress or Reading Like A Historian from the Stanford History Education Group? Do you do all the heavy lifting and find your own primary sources? Would adding student choice increase motivation in the interpretation of primary sources?